Standardized testing and school segregation: like tinder for fire?

Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegregation plans, along with the increase of school choice plans. We then analyze these effects in light of the ways that high-stakes standardized testing has grown in importance and intensity in US education policy and practice, especially during the most recent period of school re-segregation. Based on the evidence we argue that the intrinsic features of high-stakes testing, combined with current systems of school choice, function as mechanisms used for racial coding that facilitate segregation and compound inequalities found in schools.     

Multilingualism and identity: articulating ‘African-ness’ in an American high school

This paper draws on qualitative research that examines the language practices and learning experiences of ten adolescent multilingual immigrant and refugee English Learners (ELs) from the Democratic Republic of the Congo (DRC). Specific questions addressed include: How do these students capitalize on home languages as they engage in linguistic practices in English? How do these students take up their identities within the context of a US high school? The project emphasizes a shift away from learning discrete language skills in one language toward a focus on supporting complex language and content learning fluidly across languages and content areas in ways that affirm students’ identities and new learning. Implications for theory and practice will be discussed.     

‘Fast and violent integration’: school desegregation in a Hungarian town

Abstract

Joint European and national initiatives aiming at Roma inclusion in Central-Eastern European (CEE) education systems have repeatedly been assessed by policymakers, lobby groups and researchers as failing their original targets. My article centres on the in-depth analysis of the evolution of the education policy discourse and practice in a Hungarian municipality; and by doing so, it aims to contribute to this debate in two ways. Firstly, it argues that the literature often restricts itself to a national, and occasionally to a regional scope and hence the ways in which policy transforms as it travels back and forth between transnational, national and local scales become obscured. Secondly, it argues that policy evaluations often adopt a narrow perspective, bound to particular scalar positions. Instead, a more sensitive approach to the process of policy re-contextualization can offer a better understanding of complex and diverse policy effects. The analysis shows that national and supranational pressures significantly transformed the patterns of access to schooling in the studied municipality, however, particular sections of the target-group has been affected differently.     

Ideal liberal subjects and Muslim “Others”: liberal nationalism and the racialization of Muslim youth in a progressive Danish school

Drawing on an ethnographic case study of Muslim youth in a Danish lower secondary school, this article explores teacher talk about Muslim immigrant students and how teachers engaged liberal ideals of respect, individualism, and equality in ways that racialized immigrant students. I consider moments of vacillation in teacher talk to explore tensions between teacher’s desires to assimilate immigrant students to national norms of belonging and their desires to be perceived as inclusive and ‘open.’ In doing so, I ask how visions of liberal schooling impose ideas of what a ‘normal’ citizen should be and how teachers produce ‘ideal’ liberal subjects in their talk and in the everyday practices of schools. I argue that teachers engage the ideals of abstract liberalism to establish a colorblind discourse of non-racism. While educators described the school as an idealized space where students are encouraged to freely express themselves, to develop unique individual outlooks, it was clear that this vision of ‘openness’ did not include Muslim students’ attachments to religious and cultural identities.     

Family–school relationships in immigrant children’s well-being: the intersection of demographics and school culture in the experiences of black African immigrants in the United States

This article explores the types of family–school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the New Immigrant Survey. The article identifies mechanisms by which relationships between black African immigrants and schools are created and argues that intersections between demographics and school culture are central, particularly as related to the possibilities for relational power, which can allow parents and school staff to transcend persistent inequalities of race and discrimination.     

Un-American: Latina high school students’ testimonios of American and white conflation in the middle of nowhere

Abstract

Using a combination of counter-storytelling, testimonios, and Chicana feminist epistemology, I report on the findings of an ethnographic study that explores and analyzes the educational experiences of geographically isolated Latina high school students in a rural city in Wyoming. I demonstrate the labeling of these students by peers and teachers as ‘Un-American’ and the ways in which such a label is embedded in intersecting hegemonic discourses of whiteness, rurality and nationhood. It is through such labeling that white privilege is established and maintained and the immediate and future educational biographies of Latina/o students highly circumscribed.     

A very ‘prudent integration’: white flight,school segregation and the depoliticization of (anti-)racism

This article explores the contemporary legitimation of institutional racism resulting from the prevailing depoliticized framework of integration, which became prominent in the 1960s and is now hegemonic in political and academic debate in Europe. Integration has helped shift the focus to the supposed cultural inadequacies of ethnically marked populations, who ought to show a willingness to pursue the modern dream; simultaneously, it has invisibilized institutional racism and made an anti-racist repertoire unavailable. This argument is illustrated through a case of white flight and school segregation in a rural area in Portugal, revealing both the enduring racism against the Roma/Gypsies – suppressed and repressed throughout the last five centuries in Europe – and its depoliticization within the normal working of institutions. It draws on qualitative research with representatives from public bodies and mediating agents (e.g. teachers and social workers), as well as on analysis of the official reports by the Portuguese state and European institutions.     

Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school

Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety.     

Working together in a deficit logic: home–school partnerships with Somali diaspora parents

Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home–school communication. It is argued that in a society with increased focus on parental responsibility the teachers and principals draw on a deficit logic when dealing with Somali diaspora parents and children which consequently leads to teachers either transmitting their expertise by educating parents or compensating for perceived deficiencies in parental practices. Both these strategies result in significant marginalizing consequences where ‘difference’ is understood as ‘wrong’ or ‘inadequate’.     

‘Racism under the radar’: Student perceptions of school experiences in a multicultural context

In this study focus groups were conducted to explore Aboriginal and Caucasian student perceptions of school experiences within a multicultural context. Five major themes emerged from students’ dialogues that pose several questions about what sort of racist atmosphere the members of this community are being exposed to on a daily basis. The findings of this study underscore an understanding of Aboriginal student resiliency within a school setting that employs successful school initiatives that aim to promote student success. Further inquiry into these findings is needed.     

Moving on or moving back? The temporalities of migrant students’ lived versus imagined school careers

In migration research there has not been much work on temporal dimensions of migration experiences (with the exception of Griffiths in this journal). This article investigates migrant students’ temporal framings of their lived versus imagined school careers, drawing on participant observation and interviews with students in language introduction classes in upper secondary school in Sweden. The findings document student experiences of temporal desynchronies: as seen in reports of slow time and repetition, suspended time, temporal uncertainty and blockage. The analyses highlight the students’ experiences of being temporally out of line (in Ahmed’s words). The narratives of their past and future school lives reveal a discontinuity between the students’ lived school experiences, on the one hand, and imagined school careers on the other, contrasting life as lived with both their own hope and plans and with the school careers of other students. The analyses highlight the importance of including temporal dimensions in the analyses of post-migration school landscapes.     

猜猜看and准封面

我们为什么如此热爱旅行,也许只是为了体验不同,找回第一次睁眼看世界的惊奇。所有的奇迹死于习以为常,而在陌生人的眼里获得重生。借此小小栏目,让我们跟随摄影师的镜头四处游走,去发现,去捕捉那些隐身于日常的小小奇迹。这是摄影师在泰国拍到的一幕,您能猜出这是什么吗?     

猜猜看and准封面

我们为什么如此热爱旅行,也许只是为了体验不同,找回第一次睁眼看世界的惊奇。所有的奇迹死于习以为常,而在陌生人的眼里获得重生。借此小小栏目,让我们跟随摄影师的镜头四处游走,去发现,去捕捉那些隐身于日常的小小奇迹。这是摄影师在新疆拍到的一幕,您能猜出这是什么吗?     

Are Blacks and Hispanics Disproportionately Incarcerated Relative to Their Arrests? Racial and Ethnic Disproportionality Between Arrest and Incarceration

Do large racial and ethnic disparities in prison populations reflect systematic racial and policy discrimination in the criminal justice system, or do they reflect disproportionate involvement of blacks and Hispanics in “serious” or street crime? Our investigation of this question keys off the approach initiated by Alfred Blumstein is his pioneering studies on the topic. While yielding important findings, there are, however, substantial gaps in the empirical literature on the racial disproportionality issue. We attempt to fill those gaps by (1) using both data on prison admission as well as in-stock prison populations, (2) presenting more recent racially and ethnically disaggregated arrest and incarceration data from Pennsylvania for 2003–2007, and (3) including Hispanic offenders in our racial and ethnic disproportionality comparisons. Our results indicate, first, that the representation of blacks, whites, and Hispanics among offenders admitted to state prison and in the prison population corresponds closely to their representation in arrest statistics. Second, using arrests as a marker of violent offending, the overrepresentation of blacks among offenders admitted to state prisons occurs because they commit a disproportionate number of frequently imprisoned (i.e., violent) crimes. Third, for those offenses where there is a within-race difference between arrest and incarceration representation, Hispanics experience the greatest disadvantage. Fourth, failing to account for Hispanics in white and black estimates tends to inflate white proportions and deflate black proportions of arrests, admissions, and prison population estimates, masking the “true” black and white racial disproportionality. We conclude that while there is a need for continued concern with possible racial discrimination in justice system processing, this concern should not distract attention from what arguably is the more important matter—ameliorating the social environmental conditions that foster disproportionate minority (especially black) involvement in violent crime.     

Selfishness of the affluent? stateless nationalist and regionalist parties and immigration

ABSTRACT

This paper examines stateless nationalist and regionalist party (SNRP) discourses on immigration through an exploration of the economic dimensions of the centre-periphery cleavage. Using qualitative document analysis, the Republican Left in Catalonia (ERC) and the Scottish National Party (SNP) in Scotland are studied in order to see whether and how the relative economic position of a region shapes SNRP discourses on immigration. The period of analysis encompasses the last three terms of office for both parties, during which immigration and decentralisation have been very salient issues in Catalonia and Scotland. Results suggest that the relative economic situations and the economic crisis do not seem to affect general stances, which are positive in both regions. However, the economic contexts have an influence on how each party selects its main issues for debate, and the ways in which these are managed.     

Dear Distinguished Professors and Colleagues

ＤｅａｒＤｉｓｔｉｎｇｕｉｓｈｅｄＰｒｏｆｅｓｓｏｒｓａｎｄＣｏｌｌｅａｇｕｅｓＨａｖｅｙｏｕｅｖｅｒｋｎｏｗｎａｎｄｕｎｄｅｒｓｔｏｏｄｏｕｒａｃａｄｅｍｉｃｒｅｓｅａｒｃｈ？Ｄｏｙｏｕｃａｒｅｔｏｒｅａｄｍａｇｚａｉｎｅｓｌｉｋｅｏｕｒｓ？Ａｒｅ...     

Diasporas and Fragile states – beyond remittances assessing the theoretical and policy linkages

ABSTRACT

There is a need for further refinement of the complex relationship between diaspora communities, their transnational social networks and fragile states. Research clearly shows that many diaspora mobilise to support their causes, but this often creates unevenness in outcomes and inequalities in access to resource especially in fragile states settings. We argue that remittances address only part of the state fragility problematique and that there are other, equally important roles for diaspora beyond remittance flows. We develop this argument by first explaining why a broader definition of state fragility improves our understanding of the importance of different kinds of diaspora linkages between home and host state. We then identify additional factors that can contribute to a reduction of state fragility and evaluate these against six cases.     

Migration Management and Humanitarian Protection: The UNHCR's ‘Resettlement Expansionism’ and Its Impact on Policy-making in the EU and Australia

Since the late 1990s, the Office of the United Nations High Commissioner for Refugees (UNHCR) has been a key actor in the resurgence of refugee resettlement in global debates on asylum and refugee policies. This article investigates the dynamics of the international organisation's ‘resettlement expansionism’ within the UNHCR as well as its impact on policy-making. Firstly, it analyses how the UNHCR has increased its expertise production and dissemination as well as its operational focus on resettlement. Secondly, it assesses the policy-making impact of the UNCR's ‘resettlement expansionism’ in two distinct contexts: the elaboration of the EU's new joint resettlement scheme and the recent increase of resettlement places by 40% in Australia, a traditional country of resettlement. Lastly, it discusses potential implications of this research in regards to the evolution of the global refugee regime and, more conceptually, to the study of knowledge production and expertise in migration and refugee policy.