Immigrants and the politics of belonging: Learning in the shadows

Abstract

In the United States, issues facing immigrants are fundamentally intertwined with racial justice. Through a critical, human‐rights perspective, we examine how immigrants engage with adult learning, paying particular attention to the history of immigration and policy as it frames lives often described as lived “in the shadows.” Challenges facing immigrants vary by country of origin and motivation for migration, as well as reception to the United States, their White race, and immigration status. We describe educational services and opportunities in adult and higher education for immigrant learners as well as how adult education can support immigrant incorporation. We conclude by discussing the incorporation of nontraditional, critical literacies into adult education curricula to build supportive learning environments not only for immigrant, but all adult learners.