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Leadership with and for Undocumented and Unaccompanied Minor Students: Resiliency, Resistance, and School Change for Racial Equity


by Joseph T. Wiemelt & Lucia Maldonado — 2018

This chapter will examine the role of leadership for institutional change and racial equity as it relates to supporting undocumented and unaccompanied minor students in PK–1-12 schools. By utilizing Latin@ critical race theory (LatCrit), we will explore how the intersection of race and immigration influences how these students experience school. We will uncover the challenges and systemic oppression that students face while also highlighting the various forms of resilience and resistance that these students exhibit. By highlighting one school district, we will provide examples of what educational leaders can do to support undocumented and unaccompanied students and lead to institutional changes that result in creating more welcoming, supportive, and equitable schools and communities.


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Cite This Article as: Teachers College Record Volume 120 Number 14, 2018, p. -
http://www.tcrecord.org ID Number: 22386, Date Accessed: 6/19/2018 10:01:01 AM

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About the Author
  • Joseph Wiemelt
    University of Illinois at Urbana-Champaign
    E-mail Author
    JOSEPH T. WIEMELT, Ed.D. is currently the Director of Equity & Secondary Bilingual Programs for Urbana School District #116 in Urbana, Illinois, and Lecturer in the Department of Curriculum & Instruction for the University of Illinois at Urbana-Champaign. Dr. Wiemelt’s research interests include the intersection of critical race theory, school leadership, and bilingual education. Most recently, Dr. Wiemelt has been selected as an English Language Specialist with the U.S. Department of State and Georgetown University. Recent publications include: Wiemelt, J., & Velazquez, M. (under review). El querer es poder: Consejos for White educational leaders working in new growth Latina/o communities. Journal of Latinos in Education; and Bauer, E. B., Colomer, S., & Wiemelt, J. (in press). Biliteracy of African American and Latinas/os in a kindergarten dual language program: Understanding students’ translanguaging practices across informal assessments. Urban Education.
  • Lucia Maldonado
    Urbana School District
    E-mail Author
    LUCIA MALDONADO is currently the Latino Family Liaison for Urbana School District #116 in Urbana, Illinois. Lucia works with parents and students, forming support networks to help strengthen the relationship between school and home. Lucia’s interest include initiatives that promote collaborative relationships among schools, community resources, and families. Lucia also works with unaccompanied immigrant children, developing support systems to help these students feel safe and connected to the educational system and the community.
 
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