Arts-Based Language Learning in Early Elementary Public Education in the United States: The Art of Intrigue, a Discussion

2015 ◽  
Vol 10 (3) ◽  
pp. 1-24
Author(s):  
J. Jackson
Keyword(s):  
United States ◽  
Public Education ◽  
Language Learning ◽  
The United States ◽  
Early Elementary

Introduction

2020 ◽  
pp. 1-9
Author(s):  
Joseph W. Pearson
Keyword(s):  
United States ◽  
Public Education ◽  
Political Parties ◽  
The United States ◽  
Moral Reform ◽  
Internal Improvements ◽  
Daniel Webster ◽  
Henry Clay

This book is about politics, exploring the general outlook of a group of Americans called Whigs. Between 1834 and 1856, the Whigs were one of the two great political parties in the United States, battling their opponents, the Jacksonian Democrats, for office, prestige, power, and ideas. Boasting famous members such as Henry Clay, Daniel Webster, and William Henry Seward, they supported tariffs, banks, internal improvements, moral reform, and public education....

scholarly journals Public education materials about Vascular Composite Allotransplantation and donation in the United States: Current scope and limitations

2020 ◽  
Vol 34 (11) ◽  
Author(s):  
Sarah E. Van Pilsum Rasmussen ◽  
Jefferson Uriarte ◽  
Naomi Anderson ◽  
Brianna Doby ◽  
Alexander Ferzola ◽  
...  
Keyword(s):  
United States ◽  
Public Education ◽  
The United States

Sovereignty, citizenship and educating refugees in the United States

2020 ◽  
pp. 147490412096642
Author(s):  
Jill Koyama
Keyword(s):  
United States ◽  
Public Schools ◽  
Public Education ◽  
English Language ◽  
Language Education ◽  
The United States ◽  
Border Region ◽  
Refugee Students ◽  
Proposition 203 ◽  
Mexico Border

Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government’s control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State’s Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district’s approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education.

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