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Undocumented Immigrant Status: Implications for Music Education
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- Author(s): Crystal Lynn Gerrard (ORCID
Crystal Lynn Gerrard (ORCID 0000-0002-1597-310X )- Language:
English- Source:
Update: Applications of Research in Music Education. 2024 42(3):52-60.- Publication Date:
2024- Document Type:
Journal Articles
Information Analyses - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
- Peer Reviewed: Y
- Source: 9
- Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/87551233231181457
- ISSN: 8755-1233
1945-0109 - Abstract: Although issues concerning immigration have been debated for decades, the results of the 2016 U.S. presidential election ignited additional politicization, particularly regarding undocumented immigration. Dominant narratives of undocumented persons continue to be framed in damaging and deficit perspectives that position individuals as unhuman ("alien") and criminal ("illegal"). Considering the ongoing anti-immigrant climate, it is imperative to learn from undocumented student experiences and how citizenship status might impact access to and participation in music classes. Importantly, learning from undocumented students' experiences could help educators and administrators better support a significant population in school communities. In this review of literature, I explore research relevant to undocumented immigrant students in the United States and offer implications for working with undocumented students and families.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1426895
- Availability:
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