The Freedom to Learn: Experiences of Students without Legal Status Attending Freedom University

Autor/inn/en	Muñoz, Susana M.; Espino, Michelle M.
Titel	The Freedom to Learn: Experiences of Students without Legal Status Attending Freedom University
Quelle	In: Review of Higher Education, 40 (2017) 4, S.533-555 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	College Students; Student Experience; Undocumented Immigrants; Student Empowerment; Case Studies; Semi Structured Interviews; Models; Culturally Relevant Education; Activism; Educational Change; Resistance to Change; Program Implementation; Data Analysis; Holistic Approach; Access to Education; Politics of Education; Inclusion; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Collegestudent; Studienerfahrung; Illegaler Aufenthalt; Studienberechtigung; Case study; Fallstudie; Case Study; Analogiemodell; Aktivismus; Politischer Protest; Bildungsreform; Auswertung; Holistischer Ansatz; Education; Access; Bildung; Zugang; Bildungszugang; Educational policy; Bildungspolitik; Inklusion
Abstract	This article focuses on an in-depth case study of Freedom University, a counterspace in Georgia to address the ban that prohibited students without legal status from applying to five selective colleges/universities. Based on interviews with eight Freedom University students, the authors demonstrate that Freedom University fulfills most of the tenets of the Culturally Engaging Campus Environments (CECE) model and offers a humanizing learning space infused with culturally relevant pedagogy where students can express their empowered identities, activism, and resistance. Implications for implementing culturally responsive sanctuaries of learning within traditional university contexts, especially for students without legal status, are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01