When Boundaries Around the "Secret" are Tested: A School Community Response to the Policing of Undocumented Immigrants

《When Boundaries Around the "Secret" are Tested: A School Community Response to the Policing of Undocumented Immigrants》

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关键字: social justice; educational leaders; educational policy; undocumented students; READING POLICY; SENSEMAKING; ENACTMENT; LEADERS; PATHS

作者单位: [Crawford, Emily R.] Univ Missouri Columbia, Columbia, MO 65211 USA. Crawford, ER (reprint author), Univ Missouri Columbia, Educ Leadership & Policy Anal, 303 Hill Hall, Columbia, MO 65211 USA. E-Mail: crawforder@missouri.edu

摘要: 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.