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OverviewCountless reforms and interventions have sought to improve academic outcomes for immigrant-origin students, with labels like “at-risk” rushing forth to solve the “dropout crisis.” And yet, even in culturally and linguistically affirmative environments, youth still fall to the margins. Using research from a newcomer school located in New York City, the author explores the everyday lives of nine immigrant students outside of school, showing that youth are not simply waiting for school reforms. Their educational lives are not bound to institutional spaces or the logics of schooling. Instead, youth routinely take up educational practices that are intellectually rigorous, joyous, resilient, and fulfilling. These practices reveal educations that are not held to a single place or purpose. Instead, they are present in schools, on subways, at museums, in neighborhoods, across many other places, and always on the move. Using a historical and ethnographic lens, this book challenges researchers and educators to consider how education might be reconceptualized to better respond to marginalization and exclusion and, in the process, provoke new understandings of education itself. Book Features: Listens to the stories, histories, and philosophies of immigrant youth as they explore the realities and possibilities of education. Examines undocumented educations--practices that fall outside of schools or appear only in marginalized, liminal ways. Explores education in everyday life, moving outward from the classroom, to hallways, beyond the school doors, and finally beyond the very logics of schooling. Includes vignettes of student participants, interviews with teachers and administrators, and analysis of school policies and curricular documents. Sparks different ways for researchers, educators, and activists to think and study with recently immigrated youth. Full Product DetailsAuthor: Jordan CorsonPublisher: Teachers' College Press Imprint: Teachers' College Press Dimensions: Width: 16.20cm , Height: 1.50cm , Length: 23.50cm Weight: 0.445kg ISBN: 9780807768495ISBN 10: 0807768499 Pages: 224 Publication Date: 22 September 2023 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of Contents"AcknowledgementsPrologue: Scenes of Education Introduction This 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 Schooling A 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 System Early History of ""Americanization"" for Immigrant Youth Systems in the Gap The 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 Subject Schools Reckon with and Respond to ""New"" Immigration Discourses of Newcomer Educability Educating Desirable Newcomers Conclusion CHAPTER 4: Surviving, Succeeding, and Making Do at Wish Academy for Newcomer Youth Tracing 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 Move Newcomer Youth Participants Education and Space/Place Entangled and Moving Educational Practices Borderless Constellations of Learning CHAPTER 6: Undocumented Educations A 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 Education Wildness and Education The Wild Potential of Everyday Educational Practices Daydreams of Newcomer Students Daydreams as Educational Acts for Newcomer Youth Daydreaming Impractical Educations Conclusion: Of Educations and Wild Daydreams Epilogue Introducing a School of Otherwise The School of Otherwise: A School Made for Being and Thinking Otherwise Conclusion References"Reviews"""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" """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" “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 Author InformationJordan Corson is an assistant professor of education at Stockton University, Galloway, NJ. 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