When Boundaries Around the “Secret” are Tested
A School Community Response to the Policing of Undocumented Immigrants
Bibliographic Data
| ID | 9729336 |
|---|---|
| Authors | Emily R Crawford (0000-0001-5507-9797, University of Missouri–Columbia, Columbia, MO, USA, corresponding author) |
| Year | 2018 |
| Volume | 50 |
| Issue | 2 |
| Pages | 155-182 |
| Publication date | 2018-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517690227 |
| OpenAlex | W2588356042 |
| Language | EN |
| Citations received | 11 |
| References cited | 25 |
This case study focuses on a 2008 incident where Immigration and Customs Enforcement (ICE) vans appeared near a K-5 elementary school. It was the first time school personnel experienced the impact of federal immigration agents policing illegality in their school community, and the event set off a chain of decision-making choices as to how personnel would respond. This article specifically explores how educators’ roles within a school shaped their access to information and subsequent sensemaking about ICE, asking two questions: (a) How does one’s position within a school shape a person’s sensemaking if a situation necessitates in-the-moment policy making? and (b) How might prior knowledge and professional position affect the information one accesses, shares, and uses in the policy-making process? Evidence comes from interviews with 14 personnel who reflected on the event, and shows that Aurora staff quickly established a policy and protocol within a few days to keep the school environment a safe space. The findings demonstrate that the school principal was a key “sensemaker” for other personnel. Ultimately, the school created its first school policy and protocol to ensure the school was a safe space for undocumented students, fusing a familiar school policy with new policy
Business · Enforcement · Immigration · Law enforcement · Pedagogy · Political science · Position (finance · Public relations · School district · Sensemaking · Sociology · Space (punctuation) · Critical Race Theory in Education · Education Discipline and Inequality · Evaluation and Performance Assessment · Law · Psychology
On the Educational Rights of Undocumented Students
Educators’ Perceptions of Immigration Policy Implications on Their Schools
Educational leadership and policy studies in refugee education
Thin places of resistance
Productive diversity, liability, and social responsibility
School Counselors and Knowledge of Immigrant Policy
Trying to excel in the Golden State
Educating refugee and Hurricane displaced youth in troubled times
Teachers making sense of undocumented status and their responsibilities to undocumented students
An expanded framework for preparing teachers to educate children of immigrant backgrounds
The Educational Trajectories of Latinx Undocumented Students
Sensemaking in organizations
Handbook of Education Policy Research
New Directions in Education Policy Implementation
District Policy and Teachers’ Social Networks
Blocked Paths, Uncertain Futures
Chicana/Latina Testimonios on Effects and Responses to Microaggressions
Shaping Teacher Sensemaking
"Because We Feel the Pressure and We Also Feel the Support"
Facing our future: Children in the aftermath of immigration enforcement
Managing in the Middle
A Revolution in One Classroom
Examining the Link Between Ethical Leadership and Employee Misconduct
Collective Sensemaking about Reading
Fear of Deportation in High School
I Can’t Go to College Because I Don’t Have Papers”
Persistent inequality
Ethnography in charting paths toward personal and social liberation
Conceptions of Evidence Use in School Districts
On the Wrong Side of the Tracks
The Life Course and Sense-Making
Growing Up in the Shadows
Situated Cognition and the Culture of Learning
Institutionalized Organizations
| Unique citing works | 11 |
|---|---|
| Citations per year | 1,83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |