Given the protracted, varied, and geographically expansive changes in migration over time, it is difficult to establish an overarching theory that adequately analyzes the school experiences of immigrant youth in the United States. This volume extends the scholarly work on these experiences by exploring how immigrants carve out new identities, construct meanings, and negotiate spaces for themselves within social structures created or mediated by education policy and practice. It highlights immigrants that position themselves within global movements while experiencing the everyday effects of federal, state, and local education policy, a phenomenon referred to as glocal (global-local) or localized global phenomena.
Chapter authors acknowledge and honor the agency that immigrants wield, and combine social theories and qualitative methods to empirically document the ways in which immigrants take active roles in enacting education policy. Surveying immigrants from China, Bangladesh, India, Haiti, Japan, Colombia, and Liberia, this volume offers a broad spectrum of immigrant experiences that problematize policy narratives that narrowly define notions of "immigrant," "citizenship," and "student."
Table of Contents
1. Introduction Jill Koyama and Mathangi Subramanian Part I: Identity-Staking 2. The Proverbial Monkey on Our Backs: Exploring Politics of Belonging among Transnational African High School Students in the US Krystal A. Smalls 3. Narrating the Nation and Challenging Discourses Anita Chikkatur 4. "Spanish-Speakers" and "Normal People": The Linguistic Implications of Segregation in US High Schools Avary Carhill-Poza 5. Problematizing My Position as a Researcher: Studying the Construction of Class by Chilean and Colombian International Students Ana Luisa Munoz-García 6. Negotiating the Meaning of Citizenship: Chinese Academics in the Transnational Space Qiongqiong Chen Part II: Place-Taking 7. "Luchando Por Una Vida Nueva": A Socio-Spatial Analysis of Academic Aspirations among Rural Latino Students in the US South Melissa Wicks-Asbun and Rebecca Torres 8. The Neoliberal Turn in US Higher Education: Implications for Indian F-1 Students’ Negotiations of Belonging Susan Thomas 9. Misalignment of Teacher Outcomes and Student Goals: Transnational Migrants in an Adult ESL Program Ronald Fuentes 10. Internationally Recruited Teachers and Migration: Structures of Instability and Tenuous Settlement Omar Kamara and Karen Monkman Part III: Space-Making 11. Why Bother Continue Learning a Heritage Language?: Mainstream Policies and Politics of Heritage Language Maintenance Neriko Musha Doerr and Kiri Lee 12. In Search of Success: Where School and Marriage Meet in the Educational Lives of Immigrant African Girls with Limited Formal Schooling Ramatu T. Bangura 13. (Counter)Storytelling for Social Change: Pathways for Youth Participation in Policymaking Mathangi Subramanian 14. Navigating Institutional Structures: The Politics of Supporting Undocumented Students in Higher Education Angela Chuan-Ru Chen
Jill Koyama is Assistant Professor in Educational Policy Studies and Practice at the University of Arizona. Her publications include her 2010 book, Making Failure Pay: For-Profit Tutoring, High-Stakes Testing, and Public Schools and articles in Anthropology and Education Quarterly, British Journal of Sociology of Education, Journal of Education Policy, and Educational Researcher.
Mathangi Subramanian is a writer, educator, and activist. A former Fulbright Scholar, her work has appeared in academic and mainstream publications including Gender and Education, Current Issues in Comparative Education, The Hindu Sunday Magazine, and the anthology Click!: The Moment We Knew We Were Feminists. Her book, Bullying; The Ultimate Teen Guide, will be published in 2014.