Challenging Anti-Immigration Discourses in School and Community Contexts

Martha Allexsaht-Snider, Cory Buxton and Ruth Harman
The University of Georgia

In recent times, rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed challenges for immigrant students, their families and their communities.  Educators working in schools are seeking ways to support immigrant students through democratic teaching and community processes and research. Informed by a critical multicultural perspective on social equity, this special issue calls for papers that investigate current immigration policies and practices as they relate to or inform the socio-cultural conditions and lived experiences of immigrant students, teachers, and their communities both in the United States and in international contexts.  Specifically, we invite papers that explore bilingual education policies and practices, multicultural pedagogies, ethnographic case studies, and community initiatives that challenge prevalent deficit discourses about immigrants through participatory and social justice action research and praxis around the world.

For the special issue, we will accept (1) reports of empirical research, including qualitative and mixed methods research orientations, (2) literature-based articles advancing theories and scholarship of multicultural education (3) articles about immigration policies at local and national levels, and (4) praxis articles discussing successful multicultural education programs or practical instructional ideas and strategies.

SUBMISSION GUIDELINES: Please follow guidelines and submission procedures for the International Journal of Multicultural Education (www.ijme-journal.org). For full consideration in this special issue, please submit your paper online to the journal by the preferred submission date of November 30, 2011. When submitting your article, please indicate that you want to have your submission considered for this special issue. Preferred date for publication of special issue is October 2012. If you have additional questions about the special issue, please contact one of the guest editors: Martha Allexsaht-Snider (marthaas@uga.edu, Cory Buxton (buxton@uga.edu) or Ruth Harman (rharman@uga.edu).