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The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Grounded in ethnic identity theory, critical race theory (CRT) and critical discourse analysis (CDA), this chapter’s objective is to demonstrate the role of news media in the (mis)construction of the identity formation of undocumented youth and the resulting implications of this (mis)construction within the field of education. This study uses mixed methods that include a CDA of Spanish and English language evening television news reports about the Development, Relief, and Education for Alien Minors Act of 2010, and qualitative analysis of interviews with undocumented youth. The implications for undocumented youth traverse from greater society and into schools, and we argue that education leaders must actively challenge and disrupt the (mis)constructions in direct and intentional ways. We provide a theoretical argument and practical steps for how education leaders can support undocumented youth in their communities.

The purpose of this article is to critically examine two possible solutions to the lack of citizenship rights of children who lack documentation. Many industrialized countries must deal with undocumented children who have resided in the country most of their lives. In the USA, immigrants brought as children by their parents illegally are not eligible to receive financial help in most states for higher education, receive federal health care, or obtain driver's licenses. Even if they are qualified, they cannot legally work.

The article provides an in-depth analysis of the Dream Act and Deferred Action for Childhood Arrivals. The benefit of this study is to critically examine two possible solutions to the problem of undocumented children who have lived most of their lives in the USA.

The two solutions are analyzed in terms of broader conceptions of citizenship and human rights. Citizen rights are contested rights in the USA for undocumented immigrants and their children. It is found that theories of immigration and citizenship do not adequately explain the situation of undocumented childhood arrivals. After compulsory public education, undocumented students’ lives are at the mercy of state and federal administration policies. Citizenship theory is analyzed as it applies to undocumented immigrants brought as children to the USA.

This paper is limited to undocumented children in the USA.

The results point to the need for universal policies that will ensure young adults will have the critical resources and associated rights.

As Latinos become a large proportion of the US population, barriers to their continued education will impose significant economic and personal costs for individuals who have “identity without citizenship”.

This is among the first academic paper to link undocumented childhood arrivals in the USA, citizenship theory and public policy.

There is a conflation of Mexican origin with the category “undocumented immigrant” that targets and stigmatizes undocumented Mexicans – I call this Mexican illegality stigma. I assess whether Mexican illegality stigma negatively affects the psychological well-being of Mexican-origin individuals in the US, distinguishing between undocumented Mexicans and citizen Mexican Americans. I draw from the stress process model and 52 in-depth interviews – 30 with undocumented young adults from Mexico and 22 with US-born young adults of Mexican descent – to evaluate how undocumented Mexicans and citizen Mexican Americans experience Mexican illegality stigma and to determine whether it affects the psychological well-being of undocumented Mexicans in a distinct manner. I found that all respondents experienced social rejection and discrimination when they were assumed or perceived as undocumented Mexicans. While few of the US-born respondents were affected by these incidents, most undocumented young adults found these incidents stressful because they were humiliating, excluded them from valuable resources and opportunities, and forced them to incur financial burden (e.g., unfair fines), which disrupted their transition to adulthood processes such as parenthood and labor market advancement. This study found evidence that Mexican illegality stigma is a stressor and source of distress for undocumented young adults from Mexico. As opposition to undocumented immigration from Mexico intensifies, the hostile context may further strain the psychological well-being of undocumented Mexicans.

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

The purpose of this paper is to analyze the case of a school on the Caribbean island of Sint Maarten that was created to serve students who had experienced educational and other injustices in the broader society.

Using qualitative methods, the paper explores two research questions: how did Triumph Multiage School (TMS) conceptualize community and the goals of education, and how did these perspectives reflect or diverge from those of the local, national, and global educational communities to which TMS was connected? What was the nature of curriculum knowledge at TMS, and what points of alignment and difference existed among TMS’ curriculum knowledge and those of its local, national, and global educational communities?

Analysis found points of symmetry and disjunctures among TMS’ conceptualization of community, purposes of education, and curriculum and those of the local, national, and global educational communities to which it was connected. However the strength of ideological and sociopolitical boundaries separating TMS and its local and national communities constrained opportunities for building professional community and curriculum knowledge across them.

The paper contributes to research on the creation of new schools and teacher professional communities by demonstrating the need to expand the construct of community to include local and trans-global dimensions. Such a reconceptualization of community is essential for building professional capital and community that will equip schools and teachers to meet the social and educational needs of student populations in a globalized world.

On Inauguration Day 2017, Milo Yiannopoulos gave a talk sponsored by the University of Washington College Republicans entitled “Cyberbullying Isn’t Real.” This chapter is based on participant-observation conducted in the crowd outside the venue that night and analyzes the violence that occurs when the blurring of the boundaries between “free” and “hate” speech is enacted on the ground. This ethnographic examination rethinks relationships between law, bodies, and infrastructure as it considers debates over free speech on college campuses from the perspectives of legal and public policy, as well as those who supported and protested Yiannopoulos’s right to speak at the University of Washington. First, this analysis uses ethnographic research to critique the absolutist free speech argument presented by the legal scholars Erwin Chemerinsky and Howard Gillman. Second, this essay uses the theoretical work of Judith Butler and Sara Ahmed to make claims concerning relationships between speech, vulnerability, and violence. In so doing, this chapter argues that debates over free speech rights on college campuses need to be situated by processes of neoliberalization in higher education and reconsidered in light of the ways in which an absolutist position disproportionately protects certain people at the expense of certain others.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.