An Educator's Excess of Language around Latinx Students of Uncertain Legal Status: Creating Visibility or Invisibility?

Autor/inn/en	Hairston, Sarah L.; Crawford, Emily R.
Titel	An Educator's Excess of Language around Latinx Students of Uncertain Legal Status: Creating Visibility or Invisibility?
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 57 (2021) 4, S.409-428 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hairston, Sarah L.) ORCID (Crawford, Emily R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1945605
Schlagwörter	Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Immigration; Hispanic American Students; Labeling (of Persons); Socioeconomic Status; Race; Ethnicity; Cultural Influences; Language Usage; Public Policy; Political Issues; Undocumented Immigrants; Equal Education; Minority Group Students + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Labeling-Ansatz; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Ethnizität; Cultural influence; Kultureinfluss; Sprachgebrauch; Öffentliche Ordnung; Politischer Faktor; Illegaler Aufenthalt
Abstract	This paper draws on data from a 2018 study that explored how K-12 educators in one rural Midwestern community were responding to the milieu of rapid changes in immigration policy and rhetoric. Participants' discussion around immigration status commingled with other status-assigning labels or used labels that may be used to sort or categorize students (e.g., socioeconomic status). We theoretically examine an extended interview with one principal drawing on Derridian concepts of "deconstruction" and "differánce." We question how the excess of an educator's language around race/ethnicity, socioeconomic status, and cultural and/or linguistic heritage of immigrants render Latinx students of varying legal status visible and invisible in school. We located signifiers such as country of origin, economic worth, and legal status that made visible Latinx persons through identity indicators, also rendering them invisible through reducing all Latinx persons in the community into a monolithic category. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01