Laboring Bodies, Disrupted Learning: A Critical Review of Educational Marginalization of Migrant Farmworker Children in United States

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Inquiry in the Social Contexts of Education

Abstract

This paper essentially looks at the complex educational inequalities faced by the children of immigrants who are farm laborers in the United States. Exploring different literature reviews, this study focuses on how poverty, mobility, language difference, health disparities connect with systemic education, disrupted learning, and limited academic accomplishment from interconnectedness of three theoretical lenses, mainly critical race theory, social justice and equity in education theory, and intersectionality. This study relates that subjecting children to hard farm labor directly contributes to their "disrupted learning" trajectories. Looking at this review critically, it examines the current policies and interventions, classifying gaps and suggesting recommendations for promoting more unbiased and conducive educational environments.

Authors

• Oluwafisayo Grace Ajamobe, University of Ibadan

• John O. Ajamobe, Texas A&M University