Proximity and Policy: Negotiating Safe Spaces between Immigration Policy and School Practice

Autor/inn/en	Crawford, Emily R.; Fishman-Weaver, Kathryn
Titel	Proximity and Policy: Negotiating Safe Spaces between Immigration Policy and School Practice
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 3, S.273-296 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1023235
Schlagwörter	Undocumented Immigrants; Immigration; Public Policy; School Space; Public Schools; Moral Values; Critical Theory; Geography; Decision Making; Student Rights; Elementary Schools; Case Studies; Qualitative Research; School Safety; Well Being; Resistance (Psychology); Empowerment; Interviews; California + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Öffentliche Ordnung; Schulraum; Public school; Öffentliche Schule; Moral value; Ethischer Wert; Kritische Theorie; Geografie; Decision-making; Entscheidungsfindung; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Qualitative Forschung; Well-being; Wellness; Wohlbefinden; Resistenz; Interviewing; Interviewtechnik; Kalifornien
Abstract	Policy around the legal status and social rights of the nation's estimated 11 million undocumented immigrants is unresolved, making it imperative that PK-12 schools and educators prepare for challenges to undocumented students' educational access. In 2008, Immigration and Customs Enforcement (ICE) appeared near an elementary school, which required school personnel to use the space in and around their school to demarcate boundaries to limit the impact of ICE activity on the school community. Critical moral geography is the guiding theoretical construct the authors use to examine the intersection of immigration policy and education in the context of immigration enforcement near a public school. Critical moral theory suggests that "places" are sites where people contest their values and concepts of what is morally correct, engaging in struggles over power. Thinking about space broadly allows for an exploration of how different policies converge and affect the spaces where educators are trying to engage in moral work. The authors conclude that educators can be instrumental in creating safe spaces for undocumented students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01