Sanctuary as Praxis: Engaging Families at the Crossroads of Disability, Education, and Migration
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| Title: | Sanctuary as Praxis: Engaging Families at the Crossroads of Disability, Education, and Migration |
|---|---|
| Language: | English |
| Authors: | Chelsea Stinson |
| Source: | Equity & Excellence in Education. 2024 57(3):318-332. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Students with Disabilities, Disadvantaged Youth, Power Structure, Educational Policy, Migration, Migrant Children, Praxis, Bilingual Students, School Policy, Migrant Programs, Inclusion, Refugees, Public Policy, Immigration, Labeling (of Persons), Learner Engagement, Educational Needs, Land Settlement, Elementary Secondary Education |
| Geographic Terms: | New York |
| DOI: | 10.1080/10665684.2023.2265373 |
| ISSN: | 1066-5684 1547-3457 |
| Abstract: | This qualitative study is focused on the political and social connections among disability, race, language, and migration that affect how emergent bilingual students are labeled as disabled and marginalized in schools despite--or, perhaps, through--educational and migration policies. Specifically, this study is concerned with the connections between educational policies at the school-level and the sanctuary policies at the community-level which purport inclusion, belonging, and care without authentically and critically engaging and responding to the diverse needs and perspectives of the stakeholders these policies are intended to serve. Based on the findings of a qualitative study in a mid-sized sanctuary city in Upstate New York, the author offers a reconceptualization of sanctuary as a critical reflexive process, rather than stand-alone policy or political boundary, and what this means for the education and engagement of emergent bilingual students labeled as disabled (EB/LAD) and these students' families and communities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445991 |
| Database: | ERIC |
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| Abstract: | This qualitative study is focused on the political and social connections among disability, race, language, and migration that affect how emergent bilingual students are labeled as disabled and marginalized in schools despite--or, perhaps, through--educational and migration policies. Specifically, this study is concerned with the connections between educational policies at the school-level and the sanctuary policies at the community-level which purport inclusion, belonging, and care without authentically and critically engaging and responding to the diverse needs and perspectives of the stakeholders these policies are intended to serve. Based on the findings of a qualitative study in a mid-sized sanctuary city in Upstate New York, the author offers a reconceptualization of sanctuary as a critical reflexive process, rather than stand-alone policy or political boundary, and what this means for the education and engagement of emergent bilingual students labeled as disabled (EB/LAD) and these students' families and communities. |
|---|---|
| ISSN: | 1066-5684 1547-3457 |
| DOI: | 10.1080/10665684.2023.2265373 |
