Facilitating Educational Equity and Safety of Undocumented Immigrant Students

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 approache...

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Bibliographic Details
Published inUrban education (Beverly Hills, Calif.) Vol. 59; no. 2; pp. 520 - 547
Main Authors da Silva Iddings, Ana Christina, Warraich, Axa Khalid
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2024
SAGE PUBLICATIONS, INC
Subjects
Administrators
Diversity equity & inclusion
Fairness
Immigrant students
Immigration policy
Praxis
Safety
Schools
Teachers
Undocumented immigrants
immigrant students and families
urban education
family-school-community connections
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Summary: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.
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859221082672