Full Description
Countless reforms and interventions have sought to improve academic outcomes for immigrant-origin students, with labels like "at-risk" rushing forth to solve the "dropout crisis." And yet, even in culturally and linguistically affirmative environments, youth still fall to the margins. Using research from a newcomer school located in New York City, the author explores the everyday lives of nine immigrant students outside of school, showing that youth are not simply waiting for school reforms. Their educational lives are not bound to institutional spaces or the logics of schooling. Instead, youth routinely take up educational practices that are intellectually rigorous, joyous, resilient, and fulfilling. These practices reveal educations that are not held to a single place or purpose. Instead, they are present in schools, on subways, at museums, in neighborhoods, across many other places, and always on the move. Using a historical and ethnographic lens, this book challenges researchers and educators to consider how education might be reconceptualized to better respond to marginalization and exclusion and, in the process, provoke new understandings of education itself.
Book Features:
Listens to the stories, histories, and philosophies of immigrant youth as they explore the realities and possibilities of education.
Examines undocumented educations--practices that fall outside of schools or appear only in marginalized, liminal ways.
Explores education in everyday life, moving outward from the classroom, to hallways, beyond the school doors, and finally beyond the very logics of schooling.
Includes vignettes of student participants, interviews with teachers and administrators, and analysis of school policies and curricular documents.
Sparks different ways for researchers, educators, and activists to think and study with recently immigrated youth.
Contents
AcknowledgementsPrologue: Scenes of Education
Introduction
This Book's Questions, Themes, and Terms
Guiding Theories: Unconditional, Uncategorizable, and Imaginative Educations
Participants in This Book
Notes on Entangled Methodologies and Positionality
Organization of the Book
Conclusion
CHAPTER 1: Questioning Marginalization and Schooling
A Very Brief Overview of Margins and Schooling Immigrant-Origin Youth
Marginalization and An Ethnographic Present
CHAPTER 2: A History of Immigrant-Origin Students in the U.S. Education System
Early History of "Americanization" for Immigrant Youth
Systems in the Gap
The Rise of Bilingual Education and the History of Newcomer Schools
Looking Towards Other Educational Worlds
CHAPTER 3: The Birth Of the Newcomer as an Educable Subject
Schools Reckon with and Respond to "New" Immigration
Discourses of Newcomer Educability
Educating Desirable Newcomers
Conclusion
CHAPTER 4: Surviving, Succeeding, and Making Do at Wish Academy for Newcomer Youth
Tracing the History of WISH in New York City's 21st Century Neoliberal Context
Making WISH
Survive and Advance: The Evolutions of WISH
WISH vs. Everybody
The Cost of Public School
Conclusion: A Public, Home
CHAPTER 5: Educations in Place and on the Move
Newcomer Youth Participants
Education and Space/Place
Entangled and Moving Educational Practices
Borderless Constellations of Learning
CHAPTER 6: Undocumented Educations
A Reflection on Authoring and Documenting
Legitimate Education is Something to Access
The Supplement of Out-of-School Time
Education, Equality, and Opportunity
Subjugated vs. Undocumented Education
CHAPTER 7: New Possibilities and Conceptions of Education
Wildness and Education
The Wild Potential of Everyday Educational Practices
Daydreams of Newcomer Students
Daydreams as Educational Acts for Newcomer Youth
Daydreaming Impractical Educations
Conclusion: Of Educations and Wild Daydreams
Epilogue
Introducing a School of Otherwise
The School of Otherwise: A School Made for Being and Thinking Otherwise
Conclusion
References
