Reconceptualizing Education for Newcomer Students

Jordan Corson is an assistant professor of education at Stockton University, Galloway, NJ.

• AcknowledgementsPrologue: Scenes of EducationIntroductionThis Book's Questions, Themes, and Terms Guiding Theories: Unconditional, Uncategorizable, and Imaginative Educations Participants in This Book Notes on Entangled Methodologies and Positionality Organization of the Book Conclusion CHAPTER 1: Questioning Marginalization and SchoolingA Very Brief Overview of Margins and Schooling Immigrant-Origin Youth Marginalization and An Ethnographic Present CHAPTER 2: A History of Immigrant-Origin Students in the U.S. Education SystemEarly History of "Americanization" for Immigrant Youth Systems in the GapThe Rise of Bilingual Education and the History of Newcomer Schools Looking Towards Other Educational Worlds CHAPTER 3: The Birth Of the Newcomer as an Educable SubjectSchools Reckon with and Respond to "New" Immigration Discourses of Newcomer EducabilityEducating Desirable NewcomersConclusion CHAPTER 4: Surviving, Succeeding, and Making Do at Wish Academy for Newcomer YouthTracing the History of WISH in New York City's 21st Century Neoliberal Context Making WISH Survive and Advance: The Evolutions of WISH WISH vs. Everybody The Cost of Public School Conclusion: A Public, Home CHAPTER 5: Educations in Place and on the MoveNewcomer Youth Participants Education and Space/Place Entangled and Moving Educational Practices Borderless Constellations of LearningCHAPTER 6: Undocumented EducationsA Reflection on Authoring and Documenting Legitimate Education is Something to Access The Supplement of Out-of-School Time Education, Equality, and Opportunity Subjugated vs. Undocumented Education CHAPTER 7: New Possibilities and Conceptions of EducationWildness and Education The Wild Potential of Everyday Educational Practices Daydreams of Newcomer Students Daydreams as Educational Acts for Newcomer YouthDaydreaming Impractical Educations Conclusion: Of Educations and Wild Daydreams EpilogueIntroducing a School of Otherwise The School of Otherwise: A School Made for Being and Thinking Otherwise Conclusion References

"In this timely book, Corson argues that immigrant youth enact meaningful educational practices in informal, unstructured places over transitory space and time. This learning is both pragmatic and liberatory, allowing immigrant youth to learn and apply new skills while imagining future possibilities."—Anthropology and Education Quarterly