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While we know that professionalization improves outcomes for teachers, education policy has effectively "deprofessionalized" teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper further describes how these professional conditions positioned teachers to better serve their student population. Our study also revealed the underlying conditions that made teacher autonomy possible, including the negotiation of external policy and a robust model of shared decision-making. By providing rich descriptions of teacher work, this paper moves beyond abstractions of professionalization and toward a concrete set of practices that other schools can employ to "reprofessionalize" teachers. Moreover, we argue that "reprofessionalizing" teachers can better equip teachers to create learning opportunities that are responsive to students' needs. In so doing, the paper speaks to the potential short-sightedness of policies that further undermine teacher autonomy.

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers' uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers' collective responsibility for immigrant youth.

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country's dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family's experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

This article traces the development of Danish integration policy regimes targeting Muslim girls to consider the insidious ways that these policy regimes have expanded over time, empowering local organizations and actors (municipal authorities, non-profit organizations, leaders, teachers) to engage in racialized surveillance of Muslim girls and families. Drawing on a critical examination of national and municipal policies focused on the emancipation of Muslim women in Denmark, it considers how policy problematizations of Muslim women and families have changed over time and how politicians use these representations to justify increased surveillance and coercive interventions, extending to girls’ sexual and marriage choices. It examines how integration policies animated by logics of concern, sympathy, and fear promise inclusion while enacting interventions that foster exclusion. In doing so, it calls a critical examination of the logics of integration policies, tracking the ways they materialize in schools and are embodied by those they target. [ABSTRACT FROM AUTHOR]

In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply held nationalist beliefs about the benevolence of the US and Denmark. Cindi Katz's notion of 'countertopography' is critical to our argument that Islamophobia is productive of similar practices of surveillance and exclusion across disparate educational settings. As an analytical framework, countertopography opens important possibilities for critical and comparative qualitative inquiry, with specific promise for highlighting how seemingly dissimilarly educational spaces may be imbued with similar social meanings, and how these meanings are constituted by recurring unequal social relations between individuals and groups therein.

Drawing on qualitative case study research in four small schools, this paper explores the relationship between the professional contexts of schools--specifically supports for: (1) collaboration focused on improving instruction; (2) professional development and teacher learning opportunities; and (3) the degree to which teachers have authority and leadership in shaping curriculum and school practice--and teachers' delivery of high-quality instruction. Looking across multiple sources of data from four schools, we found clear differences in terms of the extent to which we saw teacher collaboration with a culture of reflection and inquiry, professional development aligned with teachers' emergent needs, and shared leadership that encourages teacher authority.

Exploring critiques of immigrant segregation, this paper considers how schools exclusively serving immigrant EL students are supportive "counterpublics." Drawing on data from two ethnographic case studies, the analysis reveals how the schools are intentional communities where teaching was designed to address the unique academic, linguistic and emotional needs of immigrant ELs. Second, they provided safe spaces for the sharing of language and transnational experiences that are often silenced in traditional schools. Third, they offered teachers significant supports and ongoing learning opportunities that enabled them to extend the support and sanctuary that newcomer immigrant EL's require.

The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world seep into teachers' commonsense understandings about who immigrant students are and what they require to be successful. In doing so, I draw on Michael Agar's (1986) notion of the ethnographic "breakdown" to explore individual breakdown moments in my own research in a Danish public school and teaching in a US school of teacher education as a useful mechanism for discerning how policies and discourses shape everyday exclusions in schools.

Drawing on an ethnographic case study of Muslim youth in a Danish lower secondary school, this article explores teacher talk about Muslim immigrant students and how teachers engaged liberal ideals of respect, individualism, and equality in ways that racialized immigrant students. I consider moments of vacillation in teacher talk to explore tensions between teacher's desires to assimilate immigrant students to national norms of belonging and their desires to be perceived as inclusive and 'open.' In doing so, I ask how visions of liberal schooling impose ideas of what a 'normal' citizen should be and how teachers produce 'ideal' liberal subjects in their talk and in the everyday practices of schools. I argue that teachers engage the ideals of abstract liberalism to establish a colorblind discourse of non-racism. While educators described the school as an idealized space where students are encouraged to freely express themselves, to develop unique individual outlooks, it was clear that this vision of 'openness' did not include Muslim students' attachments to religious and cultural identities.

With the rise of nationalism and the current contentious debate on immigration in the US, school leaders and educators are faced with difficult questions about how to negotiate sensitive political topics, including debates on immigration. In this article, Reva Jaffe-Walter, Chandler Patton Miranda, and Stacey J. Lee explore how educators grapple with the political policies and discourses surrounding immigration with marginalized students who are the subject of those politics. Drawing on research from two US schools exclusively serving recently arrived immigrant students, the authors explore how educators negotiate the teaching of immigration politics during two different time periods, in 2013 during the Obama era "Dreamer" movement and in early 2017 after the inauguration of Donald Trump. They consider how the unique conditions of each political context inform educators' strategies for "teaching into" political events and supporting their immigrant and undocumented students. Their analysis reveals the unique challenges of engaging marginalized students who are the subject of contentious politics in political discussion and action and supports their call for a deeper consideration of students' identities and experiences of politics within scholarly discussions of critical civic engagement.

Drawing on ethnographic research from a small urban high school serving predominantly low-income students in a large northeastern city, this case explores how a school leader seeks to improve the school's graduation rates by analyzing student data. It asks readers to consider the overall organization of the meeting, the role of the principal, the positioning of teachers, and the resulting conversations about students that the meeting generates. The case suggests that data analysis is not a silver bullet for improvement and considers that organizational, cultural, and contextual elements need to be in place for teachers to effectively improve their practice and student outcomes.

Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and in home countries. Furthermore, they show how educators recognize and build on young people's connections to homelands in their classrooms and in the teaching of academic content to promote the belonging and engagement of their students. Thus, the authors argue that by recognizing and engaging students' transnational knowledge, experiences, and attachments, educators are engaging in a culturally sustaining pedagogy that prepares students for our changing globalized world.

In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators "in schools" in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United States, Denmark and Spain, the authors trace the nationalist storylines that serve to frame Muslim youth as particular kinds of racialized and "impossible subjects". Across national contexts, the authors document similar, often almost verbatim, stories that educators narrated about the disjuncture between liberal ideals of the nation, and what they imagined to be true of Muslim im/migrant youth. They theorize that, despite differences in US and European approaches to immigration, there are consonances in the ways that Muslims are positioned as racialized Others across liberal democracies because of the very ways that western liberalism has constructed notions of individualism and tolerance. These seemingly benign discourses of liberalism in schools provide the conditions of possibility for schools' imposition of exclusionary nationalist values while keeping a safe distance from charges of racism. Thus, we show how liberalism's imbrication with nationalism, and its promotion of goals conceived of as inherently humanist and universal, occlude the racial logics that ultimately restrict human freedom for Muslim youth.

Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of "technologies of concern" (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integration policies, the author analyzes how policies and practices that ostensibly support young people's integration enact everyday violence and coercive assimilation. Highlighting the perspectives of the young people she worked with, the author argues that state efforts to transform Muslim students into acceptable subjects of the nation-state encouraged their alienation and marginalization.

While we know that professionalization improves outcomes for teachers, education policy has effectively deprofessionalized teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their instruction and professional development. Drawing on staff interviews and observations of teacher meetings, this paper further describes how these professional conditions positioned teachers to better serve their student population. Our study also revealed the underlying conditions that made teacher autonomy possible, including the negotiation of external policy and a robust model of shared decision-making. By providing rich descriptions of teacher work, this paper moves beyond abstractions of professionalization and toward a concrete set of practices that other schools can employ to reprofessionalize teachers. Moreover, we argue that reprofessionalizing teachers can better equip teachers to create learning opportunities that are responsive to students' needs. In so doing, the paper speaks to the potential short-sightedness of policies that further undermine teacher autonomy. [ABSTRACT FROM AUTHOR]

Montclair Cares About Schools (MCAS) is a citizen-activist group in Montclair, New Jersey, that used Facebook, emails, and online petitions to inform and organize citizens on local educational policy issues. Emerging in response to a new superintendent's plans to reshape Montclair schools with new teacher evaluations, administrative hires, and extra districtwide quarterly assessments, MCAS has had some degree of success in opening a dialogue and keeping the community informed about changes to the Montclair School District.

Single dish observations of NGC 1068 have shown the presence of a 3.4 μ m aliphatic hydrocarbon absorption feature similar to diffuse lines of sight towards the Galactic Centre. Both, the single dish spectra and the correlated fluxes obtained by MATISSE, present a broad absorption profile in the L band as well, that vary from baseline to baseline. A new CRIRES spectrum with a slit width comparable to the MATISSE aperture also reveals a wide feature around 3.4 μ m. We aim to analyse these features to learn about their origin and the distribution of the carriers across the source. We argue that all these features are caused by absorption of aliphatic hydrocarbons. The 3.4 μ m absorption features in the interferometric MATISSE correlated fluxes vary in optical depth over scales of 0.2-1.4 parsec in the plane of the sky, although probably placed at a larger distance from the AGN along the line of sight. The absorption in the extended areas seems to peak in the direction of the inner jet, close to the center of the ionization cone. These results support the theory of a clumpy torus. In comparing our results to the N-band surface density previously reported, we have discovered a mass ratio of carbonaceous to silicate olivine dust at ∼2 - 3.6 per cent, which is similar to those found in several lines of sight in the diffuse interstellar medium of our Galaxy. [ABSTRACT FROM AUTHOR]

With the growing number of immigrant youth moving into new communities and host nations across the globe (Suarez-Orozco, 2007), it is critical that we deepen our understanding of the ways in which schools enable either the civic engagement or the social marginalization of these young people. In this article Reva Jaffe-Walter presents the results of an ethnographic case study of Muslim students and their teachers in a Danish secondary school. Her findings reveal how liberal educational discourses and desires to offer Muslim immigrant students a better life can slide into processes of everyday exclusion in schools. Jaffe-Walter theorizes that immigrants in liberal democracies face "technologies of concern"--that is, policies and practices that champion the goals of fostering the engagement and social incorporation of immigrant students while simultaneously producing notions of these youth as Other, justifying practices of coercive assimilation (Foucault, 1977; Ong, 1996). She argues that beyond just producing negative representations, technologies of concern position youth within hierarchical schemes of racial and cultural difference that complicate their access to educational resources in schools (Abu El-Haj, 2010; Ong, 1996). This article has implications for the education and social integration of Muslim immigrants within liberal societies, as it reveals the troubling persistence of exclusion buried within practices of concern.

Increasing numbers of immigrant youth are coming of age within global cities that are characterized by growing inequalities and few opportunities for social mobility. These youth face numerous educational obstacles that complicate college and labor market access. This article draws from an ethnographic study of public high schools serving low-income, recently arrived immigrant students and explores how the schools provide students with the academic skills and social capital to support college going. It considers how the schools attempt to create new understandings and expectations of the educational possibilities available to low income immigrant students, thus creating a social imaginary that resists the racialized hierarchies of the global city.

Context: Networks are seen as important vehicles for educators' professional development because they provide opportunities for educators to develop their teaching and leadership capacities and establish forums for educator resistance. Networks that also function as intermediary organizations provide spaces in which educators and network leaders can bridge and buffer the external demands of accountability policies. Focus of Study: This article considers how the Internationals Network for Public Schools (Internationals Network) contends with the often incompatible external demands of current accountability policies, and the internal professional and pedagogical practices of their schools. First, this article explores the challenges that the International schools encounter as they negotiate commitments to inquiry-based learning and local decision making in the context of top-down mandates. Second, it discusses the history, practices, and internal challenges of the network. Finally, it provides examples of how the network acts as a bridge and buffer for the schools as it negotiates current external accountability pressures. Setting: The International High Schools serve a population of recently arrived immigrant youth from over 90 countries, who speak over 50 languages and come from socioeconomic backgrounds that qualify most for free lunch. The International High Schools constitute a network of nine public high schools throughout New York City and one newly opened school in Oakland, California. The term network is used here to refer to both the nonprofit intermediary organization, Internationals Network, and the community of Internationals educators across schools. Research Design: This case study engages Shore and Wright's approach to the anthropology of policy that involves exploring policies through various sites to understand how the discourses, provisions, and technologies of education policies are encountered, experienced, and negotiated by different members of a community. This article is based on participant observation of network meetings and retreats, and interviews with educators and leaders within the Internationals Network that took place over a period of 2 years. Findings: This study finds that the role of the network is critical in the Internationals context because it creates spaces for fostering professional community and contending with the multiple external demands of accountability policies. This study also concludes that the institutional knowledge and historical memory that has grown over time within and between International schools is a significant resource for educators as they negotiate external challenges. Finally, this study calls for an accountability of policy itself in which policy makers consider how education policies are experienced by youth, educators, and schools.

In this article, we consider the ways in which educational policies and institutions today enable or obstruct young people who are immigrant English-language learners as they seek to cross cultural and educational borders. Contrasting a class action suit in California protesting high stakes testing that will significantly limit graduation rates, and an ethnographic analysis of the international high schools in which immigrant youth engage with cultural and educational depth and support and graduate at exceptional rates, this article challenges the current policy climate in which immigrant youth are increasingly under siege and at risk of being multiply undocumented. In the spirit of protest, we trace the many sites of resistance and possibility dotting the nation, in which educators, communities, families, advocates, and youth are demanding educational access and justice.

This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multi-state organizations. The authors drew on data from three earlier qualitative studies of professional development at Big Picture Learning, Expeditionary Learning, and the Internationals Network, and reveal some of the benefits and challenges of taking teacher learning to scale.

This research reports data from case studies of three intermediary organizations facing the challenge of scaling up teacher learning. The turn of the century launched scaling-up efforts of all three intermediaries, growing from intimate groups, where founding teachers and staff were key supports for teacher learning, to large multistate organizations. The authors draw on data from three earlier qualitative studies, as well as newly gathered data on professional development at Big Picture Learning, Expeditionary Learning, and the Internationals Network, and reveal some of the challenges and benefits of taking teacher learning to scale.