Literaturnachweis - Detailanzeige
| Autor/inn/en | Jefferies, Julián; Dabach, Dafney Blanca |
|---|---|
| Titel | Breaking the Silence: Facing Undocumented Issues in Teacher Practice |
| Quelle | In: Association of Mexican American Educators Journal, 8 (2014) 1, S.83-93 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Undocumented Immigrants; Ethnography; Vignettes; Qualitative Research; Migrant Children; Migrant Education; Migrant Problems; Educational Practices; Civics; Conflict; Student Rights; Student Characteristics; Resource Allocation; Empowerment; Emotional Experience; Equal Education; Student Experience; Elementary Secondary Education |
| Abstract | This conceptual article addresses the need for educators to interrupt status-quo silences surrounding the role of immigration status in schools--an issue that disproportionately impacts Latina/os. In this article we: (a) articulate the need for teacher education to address the impact of undocumented status in school settings; (b) present ethnographic vignettes of teachers who navigated these issues drawing from two qualitative studies; (c) synthesize understandings related to teaching undocumented youth; (d) highlight emerging areas of focus based on our research; and (e) outline continuing tensions in how teachers address documentation status. This article serves as an entry-way to bridge the lived circumstances of undocumented youth in schools, teacher practice, and aspirations for more equitable schooling. (As Provided). |
| Anmerkungen | Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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