What undocumented students add

While certain public-school teachers might want to avoid the challenges of educating undocumented students, California teacher Andrew Simmons does not. Simmons writes in The Atlantic that good educators teach whatever kids show up -- regardless of behavior, academic skills, or language proficiencies, and whether they're in the country legally or not. Simmons views undocumented students as assets to his classroom and school community: They often have first- or second-hand experience with state-sanctioned persecution, civil wars, and life under leadership unaccountable to taxed constituents -- powerful themes in U.S. History and World Civilization classes. Their experience is also not monolithic. He's taught undocumented students who have no memories of their birth countries and little command of Spanish; he's also taught recent arrivals who struggle to learn English alongside algebra and U.S. history. He's taught students who enjoy soccer and indie rock, and those who listen to corridos and obsess over American football. The potential for exchange that undocumented students present is the kind of experience only integrated public schools can deliver. Classrooms can be forums for the honest, uncomfortable, revealing conversations that adults don't make time for in their public lives. Every student has important insights to share. More

Source:  Public Education News Blast

Published by LEAP

Los Angeles Education Partnership (LAEP) is an education support organization that works as a collaborative partner in high-poverty communities.