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The Liminality of Being: The Obfuscation of Race on Scholarship of Undocumented Students in Public Education

dc.contributor.authorArtap, Marie Joyce
dc.date.accessioned2018-07-09T20:43:23Z
dc.date.available2018-07-09T20:43:23Z
dc.date.issued2018-06-15
dc.identifier.urihttp://hdl.handle.net/1803/9218
dc.descriptionDepartment of Teaching & Learning Capstone projecten_US
dc.description.abstractPlyer v. Doe (1982) provided undocumented youth access to public education, and in delivering the opinion of the court, Justice William Brennan quoted the ruling of Brown v. Board of Education, saying, “Today, education is perhaps the most important function of state and local governments. … It is the very foundation of good citizenship” (quoted in Plyer v. Doe, 1982). Much has been written to nuance our understanding of citizenship as more than just legal status in the United States. While many scholars have addressed how the cultural citizenship and liminal legality of undocumented students is a way to frame access to education, less has been written about the racialized experiences of undocumented youth within schooling institutions. This paper aims to consider how race is obscured in the literature and to make the case for scholarship that more intentionally develops an intersectional critique of how racism, immigration, and education collude to impact the experiences of undocumented students.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectUndocumented Studentsen_US
dc.subjectLiminal Citizenshipen_US
dc.subjectPublic Educationen_US
dc.subjectPlyer v. Doeen_US
dc.subject.lcshCritical race theoryen_US
dc.subject.lcshCitizenshipen_US
dc.titleThe Liminality of Being: The Obfuscation of Race on Scholarship of Undocumented Students in Public Educationen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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