Harvard Educational Review
  1. Summer 2019 Issue »

    From Protest to Protection

    Navigating Politics with Immigrant Students in Uncertain Times

    ​REVA JAFFE-WALTER, CHANDLER PATTON MIRANDA, and STACEY J. LEE
    With the rise of nationalism and the current contentious debate on immigration in the US, school leaders and educators are faced with difficult questions about how to negotiate sensitive political topics, including debates on immigration. In this article, Reva Jaffe-Walter, Chandler Patton Miranda, and Stacey J. Lee explore how educators grapple with the political policies and discourses surrounding immigration with marginalized students who are the subject of those politics. Drawing on research from two US schools exclusively serving recently arrived immigrant students, the authors explore how educators negotiate the teaching of immigration politics during two different time periods, in 2013 during the Obama era “Dreamer” movement and in early 2017 after the inauguration of Donald Trump. They consider how the unique conditions of each political context inform educators’ strategies for “teaching into” political events and supporting their immigrant and undocumented students. Their analysis reveals the unique challenges of engaging marginalized students who are the subject of contentious politics in political discussion and action and supports their call for a deeper consideration of students’ identities and experiences of politics within scholarly discussions of critical civic engagement.

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    Reva Jaffe-Walter is an assistant professor in the Department of Educational Leadership and Research Faculty in Educational Foundations at Montclair State University. An anthropologist of education, she explores questions related to nationalism, the education of immigrant students, educational policy, and school leadership. Her current research, funded by the William T. Grant Foundation, examines key practices and relationships of effective schools serving recently arrived immigrant students. Her book Coercive Concern: Nationalism, Liberalism and the Schooling of Muslim Youth was published in 2016 by Stanford University Press, and her work appears in numerous journals, including the Teachers College Record, American Journal of Education, and Race Ethnicity and Education.

    Chandler Patton Miranda earned her PhD in the Educational Leadership program at New York University’s Steinhardt School of Culture, Education, and Human Development. She taught high school science for seven years on the southern US border and in Colombia. She uses ethnographic methods to study schools for immigrant students. Her work has appeared in journals, including Journal of Cases in Educational Leadership, Anthropology & Education Quarterly, and Theory Into Practice.

    Stacey J. Lee is professor in the Educational Policy Studies program and a faculty affiliate in Asian American studies at the University of Wisconsin–Madison. She is the author of Unraveling the Model Minority Stereotype: Listening to Asian American Youth, Second Edition (Teachers College Press, 2009) and Up Against Whiteness: Race, School and Immigrant Youth (Teachers College Press, 2005).
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    Summer 2019 Issue

    Abstracts

    “Los Músicos”
    Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth
    CATI V. DE LOS RÍOS

    Book Notes

    Land-Grant Universities for the Future
    Stephen M. Gavazzi and E. Gordon Gee

    Classroom Cultures
    Michelle G. Knight-Manuel and Joanne E. Marciano

    Ghosts in the Schoolyard
    Eve L. Ewing

    Data and Teaching
    Joseph P. McDonald, Nora M. Isacoff, and Dana Karin