Reva Jaffe-Walter
Biographic Data
| ID | 112400 |
|---|---|
| NAME | Reva Jaffe-Walter |
| GIVEN NAMES | Reva |
| FAMILY NAME | Jaffe-Walter |
| SIGNATURE | JAFFE-WALTER R |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0003-3581-6512 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 103 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study
This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader…
Social Media Dreaming: Youth Resistance and Reimagining Inclusion in the Context of Nationalist Integration Regimes
We cannot turn a blind eye: Interrogating integration policies of concern for Muslim girls in Denmark
The tipping point’––interrogating racialized nationalist affects in Danish high schools
In this article, we explore the fear and anxiety reflected within and generated by educational dispersal policies related to racialized minoritized students in Danish high schools. The article examines the production of high schools as sites of integration within policy and discourse and how racialized minoritized students are represented as ‘perpetually arriving’ and challenging the social cohesiveness of the Danish high school. Our conception o…
The Freedom to Teach”: The Role of (Re)Professionalization in Cultivating Responsive Schooling for Immigrant Students
While we know that professionalization improves outcomes for teachers, education policy has effectively deprofessionalized teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper f…
Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools
This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize lear…
Before anything else, I am a person ’. Listening to the Epistemological Standpoints of Im/migrant Youth: Racialisation and Reimagining the Human
Complicating the Conversation on Teacher Quality: A Comparative Examination of Contextual Supports for Effective Teaching
Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools—specifically supports for 1) collaboration focused on improving instruction, 2) professional development and teacher learning opportunities, and 3) the degree to which teachers have authority and leadership in shaping curriculum and school practice—and teachers’ delivery of high-quality instruction. L…
You can’t close your door here: ” Leveraging teacher collaboration to improve outcomes for immigrant English Learners
Conditional hospitality and coercive concern: Countertopographies of Islamophobia in American and Danish schools
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
Into the breakdown: Embracing ethnographic confusion in challenging nationalist policy “truths”
The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world see…
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…
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
This Issue
Leading in the Context of Immigration: Cultivating Collective Responsibility for Recently Arrived Immigrant Students
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender col…
The More We Can Try to Open Them Up, the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integra…
Whose race problem? Tracking patterns of racial denial in US and European educational discourses on Muslim youth
In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators in schools in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United S…
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
Swimming: On Oxygen, Resistance, and Possibility for Immigrant Youth under Siege
In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cu…
Swimming: On Oxygen, Resistance, and Possibility for Immigrant Youth under Siege
In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cu…
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
You can’t close your door here: ” Leveraging teacher collaboration to improve outcomes for immigrant English Learners
Whose race problem? Tracking patterns of racial denial in US and European educational discourses on Muslim youth
In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators in schools in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United S…
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…
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
Conditional hospitality and coercive concern: Countertopographies of Islamophobia in American and Danish schools
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
Leading in the Context of Immigration: Cultivating Collective Responsibility for Recently Arrived Immigrant Students
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender col…
We cannot turn a blind eye: Interrogating integration policies of concern for Muslim girls in Denmark
The tipping point’––interrogating racialized nationalist affects in Danish high schools
In this article, we explore the fear and anxiety reflected within and generated by educational dispersal policies related to racialized minoritized students in Danish high schools. The article examines the production of high schools as sites of integration within policy and discourse and how racialized minoritized students are represented as ‘perpetually arriving’ and challenging the social cohesiveness of the Danish high school. Our conception o…
Into the breakdown: Embracing ethnographic confusion in challenging nationalist policy “truths”
The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world see…
The More We Can Try to Open Them Up, the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integra…
The Freedom to Teach”: The Role of (Re)Professionalization in Cultivating Responsive Schooling for Immigrant Students
While we know that professionalization improves outcomes for teachers, education policy has effectively deprofessionalized teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper f…
Before anything else, I am a person ’. Listening to the Epistemological Standpoints of Im/migrant Youth: Racialisation and Reimagining the Human
This Issue
Swimming: On Oxygen, Resistance, and Possibility for Immigrant Youth under Siege
In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cu…
"To Trust in My Root and to Take That to Go Forward": Supporting College Access for Immigrant Youth in the Global City
Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academ…
The More We Can Try to Open Them Up, the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integra…
Whose race problem? Tracking patterns of racial denial in US and European educational discourses on Muslim youth
In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators in schools in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United S…
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…
Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth
Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and i…
This Issue
Leading in the Context of Immigration: Cultivating Collective Responsibility for Recently Arrived Immigrant Students
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender col…
Into the breakdown: Embracing ethnographic confusion in challenging nationalist policy “truths”
The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world see…
You can’t close your door here: ” Leveraging teacher collaboration to improve outcomes for immigrant English Learners
Conditional hospitality and coercive concern: Countertopographies of Islamophobia in American and Danish schools
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply…
Complicating the Conversation on Teacher Quality: A Comparative Examination of Contextual Supports for Effective Teaching
Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools—specifically supports for 1) collaboration focused on improving instruction, 2) professional development and teacher learning opportunities, and 3) the degree to which teachers have authority and leadership in shaping curriculum and school practice—and teachers’ delivery of high-quality instruction. L…
Before anything else, I am a person ’. Listening to the Epistemological Standpoints of Im/migrant Youth: Racialisation and Reimagining the Human
Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools
This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize lear…
The tipping point’––interrogating racialized nationalist affects in Danish high schools
In this article, we explore the fear and anxiety reflected within and generated by educational dispersal policies related to racialized minoritized students in Danish high schools. The article examines the production of high schools as sites of integration within policy and discourse and how racialized minoritized students are represented as ‘perpetually arriving’ and challenging the social cohesiveness of the Danish high school. Our conception o…
The Freedom to Teach”: The Role of (Re)Professionalization in Cultivating Responsive Schooling for Immigrant Students
While we know that professionalization improves outcomes for teachers, education policy has effectively deprofessionalized teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper f…
Social Media Dreaming: Youth Resistance and Reimagining Inclusion in the Context of Nationalist Integration Regimes
We cannot turn a blind eye: Interrogating integration policies of concern for Muslim girls in Denmark
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study
This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader…
Sociology (18 works) · Political science (14 works) · Law (11 works) · Gender Studies (10 works) · Immigration (10 works) · Gender Studies (9 works) · Law (9 works) · Psychology (9 works) · Critical Race Theory in Education (8 works) · Global Education and Multiculturalism (8 works)