Literaturnachweis - Detailanzeige
| Autor/inn/en | Kew, Kristin; Fellus, Olga |
|---|---|
| Titel | Borderland Education beyond Frontiers: Policy, Community, and Educational Change during Times of Crisis |
| Quelle | In: Policy Futures in Education, 20 (2022) 4, S.417-432 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kew, Kristin) ORCID (Fellus, Olga) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1478-2103 |
| DOI | 10.1177/14782103221076642 |
| Schlagwörter | Foreign Countries; COVID-19; Pandemics; Instructional Leadership; Partnerships in Education; International Cooperation; Action Research; Stakeholders; Educational Change; Equal Education; Technology Uses in Education; Internet; Mexico; United States |
| Abstract | In this paper, we put center stage the story of a community in the borderland of Palomas and Deming, two twin towns located across the border from each other. In regular times, almost a thousand children crossed the checkpoint every day from Palomas in Mexico to Deming in the United States to attend school. During the COVID-19 pandemic, accessibility to education has been almost completely denied for students living in Mexico. This paper unpacks the findings from a critical case study focused on the school leadership of the community and marks the beginning of a larger action-research initiative aimed at forging alliances with and among community stakeholders, researchers, and community leaders to bring transformative change. Findings suggest that these borderland cities do not view themselves as divided by a physical or ideological "Frontera" or "Barrera." Rather, they see themselves as a unified community whose members live on both sides of the border. The Palomas-Deming borderland community shares one mission of creating the necessary conditions to provide educational equity for all students in the region with U.S. passports regardless of a student's country of residence. Within these contexts, our paper adds to the sparse scholarship on borderland education and highlights community-based needs for and capabilities of transformative educational change that we perceive as the pathway to more equitable opportunities for learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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