Resisting Invisibility through Creative Expressions: Immigrant Students and Families’ Voices and Actions

Leticia Alvarez Gutiérrez, Patricia D. Quijada Cerecer


This study examines a grassroots effort to work collaboratively with a group of immigrant students, their families, and educators at an urban high school.  Using PAR as a methodological tool, we explore how a group of high school students along with their families resist racial stigmatization and marginalization.  These young people and families were part of a university intergenerational collective, Family School Partnership (FSP) that worked along-side  teachers in an urban high school located in Salt Lake City, Utah.  This article focuses on how PAR can be a pedagogical tool to support immigrant young people and their families as they resist oppressions in schools while offering teachers, pre-service teachers and graduate students unique preparation experiences for working with and learning from immigrant students.


Culturally sustaining pedagogy, family school engagement, immigrant students, participatory action research, refugee students, teacher education

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