Culturally Pro cient Schools for Culturally Responsive Pedagogies: Teacher Perceptions on Teaching Refugee Students in Rural South. Chetanath Gautam, Delaware State University; Nola Schmidt, Stephen F. Austin State University; Charles L. Lowery, Ohio University; Chance Mays, Mt. Enterprise Independent School District
This case study examines the perceptions and experiences of teachers educating Burmese refugee students in a rural school district of the southern United States. The researchers explored the perceived efforts and barriers of becoming culturally responsive teachers. Teachers were seeking for the environment where pedagogical dialogue without silencing and threatening was possible. The ndings revealed multiple views about culturally responsive pedagogies from the perspectives of teachers and expected roles of school leaders.
Examining the Educational Experience of DACAmented Students. Melodie Wyttenbach, University of Notre Dame
Examination of the barriers that have prevented undocumented immigrants from academic success in the United States draws questions around the support structures in place for
these youth. Utilizing the Community Cultural Wealth Framework, this paper examines how DACAmented students draw upon various sources of capital to navigate the educational system. Findings challenge educators to rede ne student success and challenge educators to bring about social justice by re-envisioning their role as social catalysts.
Opportunities to Learn for Refugee Populations: A Review of Literature. Martin Scanlan, Marquette University/Boston College; Francesca Lopez, University of Arizona; Rebecca Lowenhaupt, Boston College
This paper presents a narrative synthesis of empirical literature describing schools educating students who are refugees. The purpose of this study is to answer the question: What educational practices appear to be helping schools expand the opportunities to learn for students who are refugees? We will present the ndings and discuss implications for educational leadership, particularly focused on practitioners and policymakers working with refugees.
When Boundaries Around the “Secret” Dissolve: A Response to the Policing of Undocumented Immigrants. Emily Crawford, University of Missouri
This paper examines how professional boundaries around exchanges of information may in uence practitioners’ sensemaking and enactment of policy that preserves undocumented immigrant students’ educational rights. This paper asks (a) how does one’s position within a school shape a person’s sensemaking if a situation necessitates in-the-moment policy creation, and, in turn, (b) how might prior knowledge and professional position affect the information one accesses, shares, and uses in the policymaking process?
