Infrastructures of repression and resistance: how Tennesseans respond to the immigration enforcement regime

Conley, Meghan; Shefner, Jon

doi:10.1080/01419870.2019.1667513

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Alternatively, educators can better involve family members in their children's education by recruiting informed multilingual staff, partnering with local immigrant agencies (Crawford & Valle, p. 18) to organize “know your rights” and “family preparedness” workshops, reaching out to reiterate discretion and their commitment to making schools as safe zones, adopting culturally responsive classroom practices (Sibley & Brabeck, 2017, p. 149) and building positive relationships with them parents (Lad & Braganza, 2013; Mapp & Hornung, 2016) to better involve the parents and families in their children's education (Conley & Shefner, 2019).…”

Section: Perspectivesmentioning

confidence: 99%

Facilitating Educational Equity and Safety of Undocumented Immigrant Students

Iddings

Warraich

2022

Urban Education

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Immigration policies and deportations have negatively impacted not only undocumented immigrant students and their families, but also their teachers, administrators, counselors, and other community members. Drawing on Freire’s (1970) concept of praxis, and on critical-ecological educational approaches (da Silva Iddings, 2017), we interviewed educators to better understand the possibilities of partnerships between university-schools-communities to collaboratively facilitate educational equity and safety of undocumented immigrant students in U.S. schools . Thus, this article aims to shed light on ways to respond to the current sociopolitical and educational issues these students are facing and on ways to improve their schooling experiences.

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Section: Perspectivesmentioning

confidence: 99%