ERIC Number: EJ1059225
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 46
Breaking the Silence: Facing Undocumented Issues in Teacher Practice
Jefferies, Julián; Dabach, Dafney Blanca
Association of Mexican American Educators Journal, v8 n1 p83-93 2014
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.
Descriptors: 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
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: firstname.lastname@example.org; Web site: http://www.amae.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A