Schools as Refuge? The Politics and Policy of Educating Refugees in Arizona

Jill Koyama, Ethan Chang

Research output: Contribution to journalArticlepeer-review

24 Scopus citations


Despite the central role schools have played in the resettlement of refugees, we know little about how principals, teachers, parents, and staff at community-based organizations interpret and negotiate national immigration policy and state education policies. Combing critical discourse analysis (CDA) and actor-network theory (ANT), we capture how these actors work together and against each other to enact supports with regard to these newcomer students. Data includes a 36-month ethnography of refugee networks in Arizona. We argue that policies around English language acquisition and academic support further isolate refugee students and diminish their formal learning experiences in the United States.

Original languageEnglish (US)
Pages (from-to)136-157
Number of pages22
JournalEducational Policy
Issue number1
StatePublished - Jan 1 2019


  • English language
  • actor-network theory
  • critical discourse analysis
  • education politics
  • policy
  • refugees

ASJC Scopus subject areas

  • Education


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