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ERIC Number: EJ1066862
Record Type: Journal
Publication Date: 2015-Jun
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1478-2103
Migration, Language Diversity and Education Policy: A Contextualized Analysis of Inequality, Risk and State Effects
Collins, James
Policy Futures in Education, v13 n5 p577-595 Jun 2015
"No Child Left Behind" is federal education legislation consisting of implementation programs intended to reconcile the goals of insuring equality while promoting competition in public education in the United States. Immigrant students whose primary languages are not English are included in the mandate of "NCLB," categorized as English Language Learners (ELLs), a category of at-risk students. Drawing on case studies of immigrant students in upstate New York, as well as surveys of school district compliance with ESL/Bilingual education requirements, this analysis is an exploration of how "NCLB" and its implementation simultaneously obscure economic differences and polarize ethnolinguistic identities at school, state, and federal levels. Drawing from ethnographic as well as sociolinguistic data, the concept of "state effects" is used to examine the articulation and re-articulation of ethnoracial and linguistic diversity along axes of poverty and relative privilege. It is argued that "NCLB" as enacted across diverse scales constructs social subjects in relation to differences that are obscured or emphasized and produces isolated individual subjects as well as new collective identities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A