Sociopolitically Relevant Pedagogy for Immigrant and Refugee Youth

• In Event: Claiming Space, Occupying Belonging: Immigrants and Refugees Contesting Otherness in Education

Abstract

Globally, some 245 million people have migrated from their country of birth to another, propelled by an unequal global political economy, violent conflict, and/or environmental crises (U.N., 2016). Whether in Europe, the Middle East, sub-Saharan Africa or North America, societies that receive migrants and refugees grapple with discourses of deserving-ness to distinguish those who receive assistance, and those who do not (Holmes & Castañeda, 2016). Within the United States (U.S.), narratives about desirable and undesirable immigrants have long pervaded political discourse and constitute some of the most pressing social justice issues of our times amidst contemporary discussions of building border walls, increased scrutiny for foreign visitors, and the denial of entry altogether to individuals from certain Muslim-majority nations.

Across the U.S., immigrants and refugees comprise 13 percent of the population (U.S. Census, 2011), with increasing numbers of recently arrived youth entering public schools. Public high schools in the U.S. are increasingly compelled to focus on the distinct needs and realities of these ‘newcomer’ youth, particularly in the wake of the politicization of their presence in U.S. schools and communities. Some school districts have specific programs in mainstream public schools to serve these populations, and some have also established entire schools that focus on recently arrived youth, with additional time for English language learning; psychosocial support for students experiencing trauma through the migration and resettlement process (Birman et al., 2008); and services for families.

This paper presents data from a three-year qualitative case study (2014-2017) of Oakland International High School (OIHS), which is part of a larger national network (the Internationals Network for Public Schools) that has established dozens of schools nationwide specifically to serve newcomer English language learners. In this paper, we discuss how this public high school became a site for socio-politically relevant pedagogy for immigrant and refugee youth, building on the concept of culturally relevant pedagogy that has been discussed in educational scholarship (Howard, 2001, 2003; Ladson-Billings, 1994, 1995a, 1995b).

By exploring newcomer youth’s understandings of their experiences, self-conceptions and positioning in the global economy, authors draw on ethnographic data to highlight the key tenets of a socio-politically relevant pedagogy for youth who lead transnational lives. The key tenets proposed include: (1) the cultivation of critical consciousness around global inequalities and transnational migration; (2) the creation of formal and informal avenues for reciprocal learning between families/communities and schools; and (3) support and care for the material conditions of students’ and families’ lives. Drawing on interviews, observations, focus groups, document analysis, and action-research methodologies, data from this study will be presented to highlight representative themes in the three key tenets proposed for a socio-politically relevant pedagogy for immigrant and refugee youth. Scientific study of educational phenomena for immigrant youth, and models such as the one elaborated in this study through discussion of the tenets of socio-politically relevant pedagogy, offer significant data, analyses and insights for scholars, policymakers and practitioners in their efforts to engage and transform discourses and practices of diversity, belonging, and inclusion in public schools.

Author

• Monisha Bajaj, University of San Francisco