Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth

Jaƒfe-Walter, Reva; Lee, Stacey J.

doi:10.1086/697070

Cited by 40 publications

(22 citation statements)

References 44 publications

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“…The conclusion that collectivistic values are incongruent with neoliberal norms of individualism and independence is similar to findings in other studies (Rah et al, 2009). Collectivistic values are viewed as erroneous and incongruent with neoliberalism which values autonomy and independence above family involvement, community control and collectivism (Hertzberg, 2017;Jaffe-Walter & Lee, 2018;Mac an Ghaill & Haywood, 2014;Rah et al, 2009). Previous research findings also assert that assimilationist and acculturation perspectives continue to be persistent and pervasive; more inclusive policy and practices call for the continued development of mother tongue languages for transnational students (Evans & Liu, 2018;Jaffe-Walter & Lee, 2018).…”

Section: Neoliberalism and Educationsupporting

confidence: 82%

“…Collectivistic values are viewed as erroneous and incongruent with neoliberalism which values autonomy and independence above family involvement, community control and collectivism (Hertzberg, 2017;Jaffe-Walter & Lee, 2018;Mac an Ghaill & Haywood, 2014;Rah et al, 2009). Previous research findings also assert that assimilationist and acculturation perspectives continue to be persistent and pervasive; more inclusive policy and practices call for the continued development of mother tongue languages for transnational students (Evans & Liu, 2018;Jaffe-Walter & Lee, 2018). Inclusive pedagogical approaches to social integration assert the identity development and prior knowledge of students' cultural and linguistic capital as a means of adaptation and inclusion to the host country and increase opportunities for students to develop transnational ties to their home countries in the future (Jaffe-Walter & Lee, 2018).…”

Section: Neoliberalism and Educationmentioning

confidence: 99%

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Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Lundberg

2020

International Journal of Qualitative Studies on Health and Well

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Purpose: This study probes educational leaders and practitioner's views about social integration with newly arrived im/migrant and refugee students. A sociological perspective of education is used in conjunction with a thematic analysis of neoliberal approaches to diversity management and its social implications for the health and well-being for im/migrant students.Methods: An interview study with 15 educational leaders and practitioners in schools and recreational centres was carried out. Thereof, seven department heads, three principals, and five educators. Data-production consisted of a semi-structured interview guide about practitioners' views on social integration. Results:The results of the study indicate that there is a tendency to emphasize academic achievement and individual effort in compulsory education and in voluntary settings. The im/ migrant students' needs for help, assistance with social and psychological support are viewed as obstacles to social integration. Conclusions: Findings suggest universal approaches to diversity management in education tend to stress individual agency but fail to acknowledge individuals' lack of control over structural factors. The organizational structure of schooling creates both affordances and obstacles for social integration beyond the control of the individual which add to the burden of social integration on the individual im/migrant students.

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Section: Neoliberalism and Educationsupporting

confidence: 82%

Section: Neoliberalism and Educationmentioning

confidence: 99%

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Lundberg

2020

International Journal of Qualitative Studies on Health and Well

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“…These conversations can be an effective means of developing Arabic ELs' English proficiency (Schwartz, Mendoza, & Meyer, 2017). Families bring with them community, heritage, and literacy practices that sustain their identities as they acquire English (Jaffe‐Walter & Lee, 2018).…”

Section: Resultsmentioning

confidence: 99%

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Louie¹,

Sierschynski²

2020

The Reading Teacher

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Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

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“…This renewal is a deeply agentic and embodied act. Jones (2002) discusses how ethnographic spaces "offer a new authenticity, based on body knowledge" (14). Relatedly, I argue that the ethnographic space promoted opportunities for undocumented youth to elaborate their identities and experiences of racialization.…”

Section: Discussion: Navigating the Strangeness Of Racialized Undocummentioning

confidence: 99%

“…Immigrants, particularly Latinx (un)documented ones, endure a contradictory reality with some educational and social rights afforded to them through Plyler v. Doe (1982) but a persistent lack of access to resources, fear of deportation, and criminalization in state and federal policies (Rodriguez and Monreal 2017; Rodriguez 2018). More often than not immigrant youth experiences of school have been of “unbelonging” (Rodriguez 2018) because their transnational lives and composition are often discarded once they enter U.S. schools (Jaffe‐Walter and Lee 2018). Schools often employ assimilationist approaches, perpetuated by English‐only programs, creating isolation and an unwelcoming climate.…”

Section: Introductionmentioning

confidence: 99%

“I Was Born at the Border, Like the ‘Wrong’ Side of It”: Undocumented Latinx Youth Experiences of Racialization in the U.S. South

Rodriguez

2020

Anthropology & Edu Quarterly

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This article provides ethnographic evidence of how Latinx undocumented youth navigate racialization processes. The research occurs in a focal state in the New Latino South, a highly restrictive and hostile context toward immigrants broadly and undocumented ones specifically. The author situates this research in Rogelio Sáenz and Karen Douglas' call for the racialization of immigration studies, considering notions of race and racism in the study of undocumented youth experiences of identity, discrimination, social isolation, and belonging, and how processes of racialization mark the bodies of undocumented youth in negative, punitive ways in school and societal contexts in a restrictive policy context like South Carolina. Drawing on data from a threeyear, multisite ethnography in two Title I public high schools in South Carolina, the study shows how youth are racialized in their schools and communities. Their narratives provide moments when undocumented youth elaborate their experiences in schools, which the author argues is an act of resistance where they broker, dismantle, and overcome their position of marginality. This cultural elaboration by undocumented youth positions them as active agents and re-centers and humanizes their experience of racism and racialization in order to make visible the systemic oppression they encounter. It is through their cultural elaboration of their undocumentedness that they can powerfully critique immigration policy and schools' roles in perpetuating deficit discourses about the "problems" the undocumented subjectivity presents. [Immigrant, New Latino South, Racialization, Undocumented, Youth] "I am overdetermined from without. I am the slave not of the 'idea' that others have of me but of my own appearance." Frantz Fanon, Black Skin, White Masks

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Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth

Cited by 40 publications

References 44 publications

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Defining and implementing social integration: a case study of school leaders’ and practitioners’ work with newly arrived im/migrant and refugee students

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

“I Was Born at the Border, Like the ‘Wrong’ Side of It”: Undocumented Latinx Youth Experiences of Racialization in the U.S. South

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