Challenging Anti-Immigration Discourses in School and Community Contexts

Authors

  • Martha Allexsaht-Snider Department of Elementary and Social Studies Education University of Georgia
  • Cory A. Buxton Department of Elementary and Social Studies Education University of Georgia
  • Ruth Harman (Special Issue Guest Editors) Department of Language and Literacy University of Georgia

DOI:

https://doi.org/10.18251/ijme.v14i2.649

Keywords:

immigration, arts-based pedagogy, culturally responsive pedagogy, critical race theory, policy discourse, bilingual families, policy discourse analysis

Abstract

Rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed daunting challenges for immigrant students, their families, their teachers, and their communities in the 21st century. Trends in public discourse and law enforcement in the United States mirror developments in European countries with high levels of immigration. Informed by the research and praxis of eight teams of researchers in the United States and Europe, this paper discusses how educators are conceptualizing ways to analyze and resist anti-immigration discourses and practices in school and community contexts.

Author Biographies

Martha Allexsaht-Snider, Department of Elementary and Social Studies Education University of Georgia

Associate Professor

Cory A. Buxton, Department of Elementary and Social Studies Education University of Georgia

Associate Professor

Ruth Harman (Special Issue Guest Editors), Department of Language and Literacy University of Georgia

Assistant Professor

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Published

2012-09-08

How to Cite

Allexsaht-Snider, M., Buxton, C. A., & Harman (Special Issue Guest Editors), R. (2012). Challenging Anti-Immigration Discourses in School and Community Contexts. International Journal of Multicultural Education, 14(2). https://doi.org/10.18251/ijme.v14i2.649

Issue

Vol. 14 No. 2 (2012): Special Issue: Challenging Anti-Immigration Discourses in School and Community Contexts

Section

Articles (Peer-reviewed)