Sovereignty, Citizenship and Educating Refugees in the United States

Autor/in	Koyama, Jill
Titel	Sovereignty, Citizenship and Educating Refugees in the United States
Quelle	In: European Educational Research Journal, 20 (2021) 3, S.311-328 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koyama, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904120966422
Schlagwörter	Neoliberalism; Refugees; Ethnography; Immigrants; School Districts; Disadvantaged; Educational Policy; Elementary Secondary Education; Federal Legislation; Educational Legislation; State Legislation; Teaching Methods; Bilingual Education; Inclusion; Native Language; Public Education; Case Studies; Public Agencies; Citizenship; English (Second Language); Second Language Learning; Second Language Instruction; Mainstreaming; Arizona + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Flüchtling; Ethnografie; Immigrant; Immigrantin; Immigranten; School district; Schulbezirk; Politics of education; Bildungspolitik; Bundesrecht; Bildungsrecht; Schulgesetz; Landesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Inklusion; Öffentliche Erziehung; Case study; Fallstudie; Case Study; Öffentliche Einrichtung; Staatsbürgerschaft; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US-Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government's control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State's Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district's approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01