Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective

被引：7

作者：

Connery, Chelsea ^{[1
]}

Weiner, Jennie Miles ^{[1
]}

机构：

[1] Univ Connecticut, Neag Sch Educ, Dept Educ Leadership, 249 Glenbrook Rd,Unit 3093, Storrs, CT 06269 USA

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 98卷

关键词：

Teachers; Undocumented students; Sensemaking theory; Socialization; Teacher education; Professional development; ANTI-IMMIGRANT ATTITUDES; SOCIAL-JUSTICE; SCHOOL LEADERS; EDUCATION; SENSEMAKING; COMMUNITY; CONTEXT; POLICY; RACE; INSTITUTIONS;

D O I：

10.1016/j.tate.2020.103232

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This interpretive qualitative study explores how teachers' socialization contributes to their sensemaking of undocumented status and their responsibilities to undocumented students. Analyses of interview data revealed three key themes in teachers' socialization (early experiences with diversity, preparation experiences, and professional development) influencing whether their sensemaking reflected what we identified as status-negative, status-blind, or status-allied perspectives. Findings indicate without formal learning opportunities surrounding immigration and undocumented students, these issues are likely to be ignored or left to teachers' individual, and possibly problematic, efforts. Implications for teacher education and professional development are discussed. (C) 2020 Elsevier Ltd. All rights reserved.

引用

页数：13

共 46 条

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