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| Autor/inn/en | Crawford, Emily R.; Arnold, Noelle Witherspoon |
|---|---|
| Titel | Exploring the Meaning and Paths of Advocacy for Undocumented Students' Access to Education |
| Quelle | In: Journal of Latinos and Education, 15 (2016) 3, S.197-213 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-8431 |
| DOI | 10.1080/15348431.2015.1131691 |
| Schlagwörter | Undocumented Immigrants; Access to Education; Child Advocacy; Phenomenology; Semi Structured Interviews; Participant Characteristics; Empowerment; Advantaged; Professional Identity; Interpersonal Relationship; Best Practices; Social Justice |
| Abstract | There is widespread national debate over how to address and advocate for undocumented immigrants in the United States. Education is key to the economic, occupational, and social mobility of young unauthorized immigrants, but policies and practices can hinder or open their access to education. Educators pursue a range of activities to support undocumented students in school. This article identifies the conceptualizations, strategies, and thought processes of educators who advocate for undocumented students. The results reveal that advocates' backgrounds, resources, goals, identity, and the communities in which they advocate influence their perceptions and practices of advocacy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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