(Re)Mapping Migration and Education

Centering Methods and Methodologies


Volume Editors: , , and
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.

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Cathryn Magno, Ph.D. (2000), Columbia University, is Professor in the Department of Education Sciences, University of Fribourg. As a political sociologist, she conducts comparative, intersectional education science research across migration, gender, health, human rights and leadership and governance.

Jamie Lew, Ph.D. (2001), Columbia University, is Associate Professor in the Department of Sociology and Anthropology, Rutgers University. Through the fields of sociology of education, international im/migration and race and ethnicity, she explores education for migrant youth in urban space.

Sophia Rodriguez, Ph.D. (2014), Loyola University Chicago, is Assistant Professor in the Department of Teaching and Learning, Policy and Leadership, University of Maryland. She investigates how community-school partnerships, teachers and mental health professionals promote equity for undocumented, unaccompanied and refugee youth.

List of Figures and Tables

1 Introduction
Cathryn Magno, Jamie Lew and Sophia Rodriguez
2 “I Feel Like I Am in-between. I Am Not from Here or There. I Don’t Belong”: Using Ecomaps to Investigate the Relational Spaces of Latinx Im/migrant Teachers in South Carolina
Timothy Monreal
3 Mobility Trajectory Mapping for Researching the Lives and Learning Experiences of Transnational Youth
Valentina Mazzucato, Gladys Akom Ankobrey, Sarah Anschütz, Laura J. Ogden and Onallia Esther Osei
4 Critical (Curricular) Encounters: Lived Curriculum of Belonging for Newcomer Migrant Youth
Sophia Rodriguez, Courtney Douglass and Manny Zapata
5 Urban Refugees and Education Advocacy: A Case of Syrian Refugees and Coalition Building in Urban Education
Jamie Lew and Vania Villanueva
6 “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization
Reva Jaffe-Walter and Iram Khawaja
7 Cognitive Migration through Language: Capturing Linguistic Movement and Barriers in Language Portraits
Anna Becker and Cathryn Magno
8 “Todos Somos Humanos, Danos Una Oportunidad”: Amplifying Voices of Asylum Seekers through Activism Accompaniment
Belinda Hernandez Arriaga and Amy Argenal
9 Legible and Liberating: Methodologies against Governance
Jordan Corson
10 Research Team Composition as Methodology: The Value of Pluri-national Research Teams for Studying Education and Migration
Edmund T. Hamann, Betsabé Román, Juan Sánchez García and Víctor Zúñiga

Undergraduate and graduate students across social sciences, including comparative education, sociology, and geography, in courses such as: international education; sociology of education; research methodology; immigration/refugees and education; multicultural education.
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