Educators And Immigration


Podcasting as a Pedagogical Tool to Create Latinx Youth Counterstories

Gerardo Mancilla, Anjuli J. Brekke, and Luz Rodriguez Camacho

The Summer Podcast Workshop (SPW) used podcasting as a pedagogical tool to have Latinx youth create counterstories. The learning objectives, program themes, and lesson plans are shared in this article. In the workshop, students learned technical podcasting skills to articulate their lived experiences as Latinx youth. Students reflected on the politics of storytelling and  listening throughout the workshop. The student voices focused on three themes including (1) learning the technical skills of podcasting, (2) building community with their peers, and (3) centering their lived experiences. The workshop demonstrates that podcasting can be a powerful pedagogical tool in centering the counterstories of Latinx youth through the production process and sharing of their stories.

Developing Action Research Projects for Latinx Students in a Predominantly White Institution

Gerardo Mancilla and Donna Vukelich-Selva

This chapter explores how faculty members in the School of Education created the Leadership Institute for Borderland Research and Education (LIBRE) as an action research project to help serve Latinx students. The project included a week-long trip to the Arizona borderlands to learn more about immigration, including immigration policies and activist responses to these policies. During the trip, the students engaged in many ways of processing the information they were acquiring, including using digital technology to support their learning.

Two Researchers' Journey Towards Healing and Safety doing community-engaged Scholarship with Immigrant and Refugee Populations

Gerardo Mancilla and Phitsamay S. Uy

In this paper, the two scholars of colour share their methodology and experiences of becoming academics who study their own communities. They discuss commonalities in their shared stories: Being Accidental Academics, Utilising a Relational Approach, Developing Reciprocity with Our Communities, and Experiencing Radical Healing.

Supporting Undocumented Students through Pre-College, College, and Post College Transitions

Elizabeth Jach, Daniel Corral, Gerardo Mancilla and Stacey R. Hansen

We begin this chapter by reviewing key federal, state, and local policies impacting undocumented students. Then, we synthesize literature on the pre-, during-, and post-college experiences of these students. We subsequently draw on ecological systems framework (Bronfenbrenner & Morris, 2007) to conceptualize and structure our synthesis of good practices to support undocumented students. Originally developed as a framework to study human development, education and immigration scholars have adopted the ecological lens to understand how various contextual factors shape individual outcomes and processes (Suárez-Orozco et al., 2011; Suárez-Orozco et al., 2015).

Latinx Youth Counterstories in a Court Diversion Program

Gerardo Mancilla

The study explores the counterstories of Latinx youth participants in a court diversion program. The Esperanza program works to re-integrate Latinx youth back into the educational system as a way to divert them from the juvenile justice system. This narrative qualitative research study included 33 interviews with youth participants, parents, program staff, and other stakeholders using Critical Race Theory and Latino Critical Theory as theoretical frameworks. The youth were referred to the Esperanza program, engaged with the program, changed their thinking, and transformed their lived experiences. In particular, they created their own counterstories about immigration and identity. The findings of this study are significant because they provide examples of the Latinx youth needs that are not being offered in the current educational system.

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