Immigrant Student Identities in Literacy Spaces

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dc.creatorOmogun, Lakeya
dc.date.accessioned2018-09-05T17:50:14Z
dc.date.available2018-09-05T17:50:14Z
dc.date.issued2018-09
dc.description.abstractThe United States has a long history of marginalizing immigrant populations. Anti-immigration laws and ideologies have not only marginalized immigrant populations, but they have shaped the American educational system. Language policies, curricula, and standardized tests threaten the erasure of immigrant students’ languages, cultures, and identities while favoring and privileging white middle-class ways of learning. This is particularly true for immigrants of color. This backgrounder discusses immigrant identities in school spaces. Specifically, I provide an overview of how immigrant students’ identities are constructed in literacy classrooms through literacy practices.
dc.description.departmentEducationen_US
dc.identifierdoi:10.15781/T2ZG6GS0Z
dc.identifier.issn2329-5724
dc.identifier.urihttp://hdl.handle.net/2152/68275
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 6, Issue 2
dc.rights.restrictionOpenen_US
dc.subjectliteraryen_US
dc.subjectstudents of color
dc.subjectstudents of color
dc.subjectimmigrants
dc.subjectlanguage policy
dc.titleImmigrant Student Identities in Literacy Spacesen_US
dc.typeArticleen_US

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