Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

Koyama, Jill; Chang, Ethan

doi:10.1177/0895904818807319

Cited by 28 publications

(16 citation statements)

References 30 publications

(28 reference statements)

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“…Due to their forced displacement, refugees often incur emotional and/or physical trauma and experience interruptions in their formal education (Yi & Kiyama, 2018). As a result of their tribulations, refugees, on average, arrive to the United States with lower levels of educational attainment, English language training, and socioeconomic resources (Koyama & Chang, 2019). Immigrants, in contrast, do not have the legal designation of refugees and are generally seen as migrating to the United States for economic reasons.…”

Section: Immigrants and Refugees At Community Collegementioning

confidence: 99%

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

Leo

2021

Community College Review

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Objective: This article explores the experiences of 32 first-generation immigrant and refugee students as they transition into and out of community college. The challenges students face and the resources on which they draw in their educational pursuits are viewed through Bourdieu’s theory of cultural capital. Method: This project utilizes an applied ethnographic approach that primarily elicited participant-observation and interview data. Results: Findings demonstrate that prospective community college students articulated uncertainty about the college process and concern over the quality of community colleges. Current and former community college students validated these concerns as they described their struggles to overcome both in- and out-of-school challenges. In many cases, such obstacles resulted in the leveling of previously high aspirations. Contribution: Although the growing number of immigrant and refugee students in the United States are disproportionately represented at community colleges, little is known about their experiences in these institutions. This article adds to our understanding of immigrant and refugee students’ experiences in community colleges through their own words.

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Section: Immigrants and Refugees At Community Collegementioning

confidence: 99%

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

Leo

2021

Community College Review

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“…There is a need to address the underlying community norms and values that come with diverse populations (Diem, Young, et al, 2019; Holme et al, 2014; Koyama & Chang, 2019). These community norms are significant when discussing districts with multiple layers of student demographics.…”

Section: Literature Reviewmentioning

confidence: 99%

Narrative Building in State Education Intervention: Framing the Takeover Attempt of Houston Independent School District

Lovell

2021

International Journal of Educational Reform

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This case study uses the approach by the Texas government to attempt a state takeover of Houston Independent School District (HISD) to examine the impact of framing on awareness and acceptance of executive action. This work extends recent studies in Georgia and Massachusetts that find stakeholder relationships, the role of Republican governors, and assigning blame as key components of takeover analysis. Using framing analysis, this case study analyzes the impact that framing the takeover action and approach has on these relationships. These findings present an understanding of how narrative construction makes an executive action consistent with administrative and political power to gain acceptability.

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“…CPA departs from traditional "what works" orientations to policy studies and investigates how policies reproduce or challenge prevailing societal and educational inequities (Diem et al, 2014;Diem et al, 2019). From this perspective, policy constrains what is talked, enacted, and thought about, even as knowing actors make, unmake, and remake policies at the level of everyday practice (Dumas & Anderson, 2014;Koyama & Chang, 2019). Koyama's (2014) notion of "principals-as-bricoleurs" offers one helpful metaphor for conceptualizing how school leaders, as policy-constrained actors, strategically pick and choose which elements of formal policies to emphasize.…”

Section: Conceptual Framework: Safety Zone Theory and Critical Policymentioning

confidence: 99%

Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts

Awaachia’ookaate’

Chang

2020

Journal of School Leadership

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Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining “safety zone theory” and Critical Policy Analysis, we examine how one Apsáalooke educational leader, Cummins negotiated and challenged institutionalized practices delimiting “safe Indian-ness.” These include: (a) transactional, policy inscribed relations between schools and Native communities; and (b) tepid district implementation of pro-Native legislation, such as policies expressing a commitment to preserving Native American cultures. We convey how Cummins made, unmade, and remade new policy meanings through local leadership practices, such as creating more humanizing Apsáalooke-defined spaces for community-school engagements and orchestrating local pressure to move district leadership to fulfill policy commitments to serve Native students. Data includes 18 interviews with Apsáalooke tribal members, education policy texts, and collaborative auto-ethnographic memos. Based on these findings, we develop the notion of dangerous leadership: a decolonial leadership praxis that challenges settler–colonial conceptions of safety and negotiates material, communal, and personal threats that such acts of subversion tend to provoke. We conclude by discussing implications for dangerous leadership amid nonideal and constantly shifting settler-colonial school contexts.

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Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

Cited by 28 publications

References 30 publications

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College

Narrative Building in State Education Intervention: Framing the Takeover Attempt of Houston Independent School District

Safe Zones, Dangerous Leadership: Decolonial Leadership in Settler-Colonial School Contexts

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