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Session Type: Symposium
As teacher education programs increasingly focus on effective teaching for “diverse” learners, immigrant students are often understood through lenses of linguistic or cultural difference. Yet in a climate of strong anti-immigrant sentiment and unprecedented deportations (Lopez et al., 2011), teachers are rarely prepared to navigate the ever-pressing realities of immigration experiences for the 5.5 million students from undocumented families (Chaundry et al., 2010). This symposium brings together an array of qualitative studies situated across geographic locations, schooling levels, and participant perspectives to help break the silence regarding documentation status in teaching and learning. We explore the possibilities and tensions of better supporting teachers to engage with immigration as its own axis of difference to advance justice-based pedagogies for immigrant students.
Breaking the Silence: Facing Undocumented Issues in Teacher Education - Julian Jefferies, California State University - Fullerton; Dafney Blanca Dabach, University of Washington - Seattle
Separated by Removal: The Impact of Parental Deportation on Latina/o Students' Postsecondary Educational Goals - Luis Fernando Macias, The Ohio State University - Columbus; Bruce Anthony Collet, Bowling Green State University
Latina/o Children Navigating Documentation Status in Elementary School - Sarah Gallo, The Ohio State University; Holly Link, University of Pennsylvania; Stanton Wortham, University of Pennsylvania
Repatriated and Immigrant Students From the United States: The Preparation of EFL Teachers in Mexico - Tatyana Kleyn, City College of New York - CUNY