Negotiating Belonging: Creative Policy Resistance for State-Mandated Assessment in Sanctuary Schools

• In Event: Sanctuary Schooling: Educational Renewal for Im/Migrant Youth Through Research, Remedy, and Repair

Abstract

Purpose: This paper aims to explore how educators in school serving recently arrived immigrant English learners (RAIELs, Umansky et al., 2018) negotiate the concept of belonging through creative policy interpretation and enactment. It examines how educators in these schools resist exclusionary assessment policies that disadvantage immigrant youth, especially those learning English, and how they work to create intentional, inclusive assessment practices rooted in student’s authentic knowledge.

Theoretical Framework: This study is grounded in the concept of abolitionist sanctuary (Paik, 2020), which integrates the idea of radical welcome with abolitionist principles to reshape educational practices for RAIELs. Radical welcome, a core aspect of sanctuary, involves embracing individuals without judgment and offering unconditional support. This concept complements abolition, which aims to dismantle oppressive systems and build a just, equitable society. Together, they underscore a commitment to radical inclusivity and care, challenging harmful ideologies like nationalism and racism. In schools, this means resisting exclusionary policies and fostering environments that affirm the knowledge, experiences, and learning processes of RAIELs. By embodying radical welcome, schools can create spaces where authentic learning is deeply nurtured and advocate for systemic changes to measure learning to achieve a more just society.

Methods and Data: The research employs longitudinal qualitative data from three in-depth case studies of four schools serving immigrant students between 2013 and 2022. Methods include in-depth observations, interviews, and document analysis to examine how school leaders and educators engage in creative policy negotiation and reinterpretation.

Results: The findings reveal that educators in these schools resist exclusionary policies by creatively negotiating and interpreting external mandates. They create assessment policies and practices within schools tot specifically address the unique academic, linguistic, and emotional needs of RAIELs. Educators work closely with students to reconceptualize knowledge and learning in assessment through the use of Performance Assessment, shifting the focus to the value of their diverse linguistic and cultural backgrounds. This approach not only counters traditional assimilationist pressures but also empowers students by validating their identities and experiences.

School leaders and educators also collaborate to build intentional networks of allies to advocate for students harmed by state-mandated assessment practices, namely working towards abolishing an English language arts exit exam needed to earn a high school diploma in New York State.
The intentional practices in and out of schools create a radically welcoming environment that respects and nurtures the students’ backgrounds, promoting a deeper sense of belonging and engagement.

Scholarly Significance: This study provides valuable insights into how schools can protect and empower immigrant students through creative policy negotiation and intentional community-building. It underscores the importance of resisting exclusionary policies and rethinking assessment practice and policy to support the diverse needs of RAIELs. The findings have significant implications for policymakers, educators, and scholars interested in immigrant education and inclusive practices. By highlighting successful strategies in these schools, the research offers an approach for other schools aiming to support immigrant students more effectively.

Author

• Chandler Patton Miranda, Molloy University