“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City

Abstract

This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.

But What Does it Look Like in Maths?

“…In addition to these examples from literacy and art classrooms, Paris (2021) outlines some key features that have emerged across this work: First, "a critical centering" (p. 367) of communities, along with their languages, practices, and knowledges (see also Gilblom et al, 2022); second, honoring students' and other generations of the communities' agency as genuine collaborators in learning; third, efforts to be in "good relationship with the land, the people of the land, with students and communities" (p. 367), which requires reciprocal relationships and genuine decolonial work (Eagle Shield et al, 2020;Lee & McCarty, 2017); and fourth, "critically assess [ing] what to center and sustain" (p. 367) in partnership with communities. These principles are crucial, yet we have only begun to scratch the surface of what CSPs may look like in practice.…”