Segregation or Sanctuary? Examining the Educational Possibilities of Counterpublics for Immigrant English Learners

Reva Jaffe-Walter, Chandler Patton Miranda

Research output: Contribution to journalArticle

Abstract

Exploring critiques of immigrant segregation, this paper considers how schools exclusively serving immigrant EL students are supportive “counterpublics.” Drawing on data from two ethnographic case studies, the analysis reveals how the schools are intentional communities where teaching was designed to address the unique academic, linguistic and emotional needs of immigrant ELs. Second, they provided safe spaces for the sharing of language and transnational experiences that are often silenced in traditional schools. Third, they offered teachers significant supports and ongoing learning opportunities that enabled them to extend the support and sanctuary that newcomer immigrant EL’s require.

Original languageEnglish
Pages (from-to)104-122
Number of pages19
JournalLeadership and Policy in Schools
Volume19
Issue number1
DOIs
StatePublished - 2 Jan 2020

Fingerprint Dive into the research topics of 'Segregation or Sanctuary? Examining the Educational Possibilities of Counterpublics for Immigrant English Learners'. Together they form a unique fingerprint.

  • Cite this