Supporting and Advocating for Immigrant and Refugee Students and Families in America’s Urban Schools: Educators’ Agency and Practices in Everyday Instruction

Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequ...

Full description

Saved in:
Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2024-02, Vol.59 (2), p.600-628
Main Authors: Li, Guofang, Qin, Kongji
Format: Article
Language:English
Subjects:
Case studies
Families & family life
Immigrant students
Inequality
Professional training
Refugees
Social justice
Students
Teacher education
Teachers
Teaching
Urban areas
Urban schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting immigrant and refugee students both inside their classrooms and outside the school. Our analyses show that the teachers strategically enacted various critical instructional practices, including linguistically responsive pedagogy, translanguaging, and sociopolitically responsive pedagogy. The teachers’ agentic practices have important implications for teacher education and professional development for immigrant and refugee learners in urban settings.
ISSN:0042-0859
1552-8340
DOI:10.1177/00420859221082671