Suchergebnisse

This timely article engages in a content analysis of South Carolina state policies that exclude resources from (un)documented Latinx immigrants. This research explores how state policy enacts tropes of deservingness and constructs notions of good immigrants in order to exclude Latinx immigrants from educational opportunity and social mobility. Drawing on a content analysis of 67 policy documents from the state's legislative database from 2003-2017, the analysis revealed examples of explicit and implicit exclusion. The main findings related to these forms of explicit and implicit exclusion, highlighting how policy discourse constructs notions of good immigrants in state policy and policy enactments restrict resources. As Latinx populations reconfigure the landscape of the U.S. South, states like South Carolina continue to embed racist, discriminatory language and actions into enacted and proposed policies. This has severe implications for undocumented children and families and their access to public and social resources. ; Este artículo oportuno se involucra en un análisis de contenido de las políticas del estado de South Carolina que excluyen recursos de inmigrantes latinos (no) documentados. Esta investigación explora cómo la política estatal promulga tropos de merecimiento y construye nociones de buenos inmigrantes para excluir a los inmigrantes latinos de las oportunidades educativas y la movilidad social. Basándose en un análisis de contenido de 67 documentos de políticas de la base de datos legislativa del estado de 2003 a 2017, el análisis reveló ejemplos de exclusión explícita e implícita. Los principales hallazgos relacionados con estas formas de exclusión explícita e implícita, destacando cómo el discurso de política construye nociones de buenos inmigrantes en la política de estado y promulgación de políticas restringe los recursos. A medida que las poblaciones de Latinx reconfiguran el paisaje del sur de los EE. UU., los estados como South Carolina siguen incorporando lenguaje y acciones racistas y discriminatorios en las políticas aprobadas y propuestas. Esto tiene graves implicaciones para los niños y familias indocumentados y su acceso a los recursos públicos y sociales. ; Este artigo oportuno envolve uma análise de conteúdo das políticas estaduais da South Carolina que excluem recursos de imigrantes Latinx (des) documentados. Esta pesquisa explora como a política estadual ativa os tropos do merecimento e constrói noções de bons imigrantes para excluir os imigrantes do Latinx da oportunidade educacional e da mobilidade social. Com base em uma análise de conteúdo de 67 documentos de políticas do banco de dados legislativo do estado de 2003 a 2017, a análise revelou exemplos de exclusão explícita e implícita. As principais conclusões relacionadas a essas formas de exclusão explícita e implícita, destacando como o discurso político constrói noções de bons imigrantes em políticas públicas e dispositivos políticos restringem recursos. À medida que as populações do Latinx reconfiguram a paisagem do Sul dos EUA, estados como a South Carolina continuam a incorporar linguagem e ações racistas e discriminatórias em políticas promulgadas e propostas. Isto tem graves implicações para crianças e famílias sem documentos e seu acesso a recursos públicos e sociais.

This article analyzes survey data from a national sample of K-12 public school teachers (N = 5190) with a focus on the nested sample of middle and high school social studies teachers (N = 927). The authors examine social studies teachers' views on nationalism, including the sub-categories of chauvinistic nationalism and patriotism. In the analyses, the authors show differences in levels of nationalism based on demographic and regional factors and the relationship between levels of nationalism and teachers' beliefs about educational rights for undocumented immigrant students using both correlation and linear regression analyses. We argue that teachers' views on nationalism could be a critical factor in shaping beliefs toward equity in relation to immigrant students.

This three-year multi-site ethnographic study centers undocumented high school youth's ( N = 53) perspectives on citizenship. Challenging legal conceptions of citizenship, the article advances the notion of racialized citizenship, which is grounded in youth experiences and argues that deeper racial meanings and hierarchies undergird categories of citizenship. By highlighting a nuanced context of reception in the U.S. Southeast, the authors document how youth are racialized in school-community contexts and their perceptions of citizenship. This ethnographic work humanizes undocumented student's experiences and urges educators and policymakers to reject pervasive anti-immigrant discourses and practices.

In this article, the authors theorize the practice of evaluation as linked to truth-telling and organizing future societies. Drawing on Foucauldian notions of biopolitical governmentality, the authors examine the origins of the field of evaluation, theorize it as a truth-telling practice that aims to control populations and futures, and consider the implications of this for a current evaluation project with transnational newcomer migrant youth in the United States. The authors raise the following questions about evaluation as a social practice: Who/what knowledge is produced in the process? What mechanisms/technologies are deployed to reason, compare, and quantify migrant youth experiences, and at what cost? What are the ethical imperatives underlying this truth-telling process? The article offers a productive critique of current evaluation practices, providing theoretical and methodological implications of this analysis, arguing to expose the politics of governance embedded in evaluation.

Since the events of Sept 11, 2001, military service members have experienced frequent war-zone deployments, causing issues of separation, anxiety, and stress in military youth. As part of a 4-H project, a high school student and military teen developed and implemented an activity that uses art to allow military-connected children to express their feelings in a safe, inclusive environment. As someone who has experienced the effects of having a parent in the military, the 4-H student worked with a licensed counselor to develop age-appropriate art activities that are engaging and fun and allow military children to share their experiences. Using established learning models and curriculum development tools, participants will learn more about this lesson and how to implement and evaluate with military-connected audience. Although the lesson was specifically designed for military audiences, it appropriate and can be implemented with non-military youth audiences.

AbstractAnti-immigrant rhetoric increasingly depicts immigrants as undeserving, but schools are social institutions where these perceptions can be challenged and, ideally, where inequities confronting immigrant students can be ameliorated. Existing research suggests that teachers and administrators are central to this task, but it also raises questions about the role of other personnel in immigrant-serving schools. Drawing on the concept of nepantlera, this study examines how school social workers (SSWs) pursue equity for immigrant students by challenging intersecting power structures. The authors present preliminary findings that attest to the importance of nepantleras for SSWs and the importance of SSWs for immigrant-serving schools.

En materia de conciliación el sistema de justicia chileno es de contrastes. Por un lado, en el funcionamiento de la justicia civil la conciliación cumple un rol prácticamente insignificante en términos estadísticos, lo que la diferencia de los sistemas reformados en materia laboral y de familia, donde su uso es masivo. Por otro lado, el derecho procesal comparado muestra como las salidas negociadas en el proceso civil -destacando, entre ellas, la conciliación judicial- tienen un rol cada vez más relevante, generando una profunda discusión acerca de una cultura de los acuerdos. Nada de esto ocurre en nuestro derecho procesal civil. Sin embargo, una reciente reforma al Código de Procedimiento Civil incorporó el artículo 3 bis, que estableció un deber general de todos los actores de promover las salidas autocompositivas, posicionando al sistema de justicia civil chileno en la misma dirección que el derecho comparado. En este artículo nos preguntamos hasta qué punto nuestro sistema de justicia sigue las tendencias comparadas en materia de métodos alternativos/apropiados de solución de conflictos, y, en particular, qué obstáculos puede enfrentar la implementación y aplicación del art. 3 bis del Código de Procedimiento Civil. Esta reflexión se construye contrastando el funcionamiento de la conciliación en los tribunales civiles, con su funcionamiento en los procedimientos reformados, el desarrollo de este asunto en la experiencia comparada y algunos de los diversos desafíos que debería sortear nuestro país para sumarse adecuadamente a esta tendencia transversal.

Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and played out in picture books, films and tales, they are powerful instruments that influence conceptions and treatments of the child and childhoods. This article argues that traditional fairy tales and contemporary stories derived from them use complex means to mould the ways that children live and experience their childhoods. This argument is illustrated through representations of childhoods and children in a selection of stories and an analysis of the ways they act on and produce the child subjects and childhoods they convey. The selected stories are examined through different philosophical lenses, utilizing Foucault, Lyotard and Rousseau. By problematizing these selected stories, the article analyses what lies beneath the surface of the obvious meanings of the text and enticing pictures in stories, as published or performed. Finally, this article argues for a careful recognition of the complexities of stories used in early childhood settings and their powerful and multifaceted influences on children and childhoods.