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Documentation Status and Schooling: Confronting the Taboo In recent years, immigration programs such as Secure Communities and 287(g) have enabled local law enforcement to carry out the practices of Immigration and Customs Enforcement (ICE) officials, which has contributed to unprecedented deportations of undocumented immigrants from the United States.
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The Case for Student-Centered Teaching and Learning When I invite my conversation partners to verbalize what made the teachers they named particularly good, their responses inevitably define student-centered teaching – teaching that met them exactly where they were, and that inspired, engaged, and motivated them to learn.
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Teaching About Race in the Wake of Charleston Presumably most of our school children know that slavery existed in the South; perhaps a much smaller number learned that in the colonial era it existed everywhere. But the learning tends to be superficial.
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Where Have All the Graduates Gone? Across the country, valedictorian speeches have concluded, graduation barbeques have ended, caps and gowns have been folded and stowed away in closets. Local newspapers have proudly run reports of where local graduates will attend college in the fall. But how many will actually enroll?
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The Raciolinguistic Catch-22 Despite the fact that heterogeneous linguistic repertoires have been a norm throughout human history, language diversity is often viewed as problematic in mainstream US educational contexts.
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A Pathway out of Poverty for Students in Low-Income Communities: Learning to Ask Questions I’m not poor now, but through the years I have continued to learn from people in low-income communities who have a lot to teach us all about fighting poverty. In fact, I learned a lesson that is relevant to addressing the effects of poverty in classrooms all over the country.
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At the End of Intellectual Disability Following a recent panel discussion focused in part on the presumption of competence in children with complex developmental disabilities, a teacher approached one of the authors of this post with an anxious concern.
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An Alternate Lens on Young Black and Brown Males: Putting a Focus on Emotional Complexity When the public thinks about Black and Brown teenage males, they often think of problems and deficits. This is true in many social science journal articles as it is in mainstream media. Societal images of them are regularly overgeneralized, incriminating, and fundamentally untrue.
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Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences The Harvard Educational Review (HER) is seeking papers from researchers, practitioners, families, and youth for an upcoming Special Issue on Undocumented Students and Education. While undocumented students make up 1–3 percent of students in the U.S. public school system, they are also one of the most vulnerable populations—shedding light on their experiences reveals that there are structural factors that either inhibit or support the educational and personal trajectories of these students. As such, while undocumented immigrant students have a legal right to K–12 education in the United States, their academic and social experiences vary greatly.
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Perceiving Learning Anew The roots of “Perceiving Learning Anew” (Fall 2014, HER) stretch back to our work in graduate school at UCLA and our work with the Migrant Student Leadership Institute (MSLI), a summer, precollegiate program for high school–aged migrant students interested in attending college. Almost a decade after our participation, it is still a challenge to describe the dynamics of an educational setting that helped students reimagine the social world and their place in it.
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