In the context of heightened worldwide migration, emotion-based discourses portraying migrants as fearsome and dangerous continue to regulate nation-state boundaries. This paper reports on a critical visual research study in which migrant youth living in New York City were given digital cameras and asked to take pictures of places they thought…

When talking with New York City educators about the circumstances of teaching during the upheavals wrought by COVID-19, common terms get repeated: "brutal," "chaotic," "confusing," "traumatic," "disorienting," "sad," and "lonely." While art education often includes digital tools…

Civic education is critical to the preparation of migrant youth for democratic living by instilling in them a sense of belonging to the polity. However, liberal conceptions of the citizen as a rational individual actor do not explain the relationship between emotions and belonging or how affective boundaries can limit civic participation. This…

The authors examined the research and activism of 10th graders (ages 15-16) involved in a youth participatory action research project in a course in qualitative research at their small public school in New York City, New York. The authors, a classroom researcher and a high school teacher, looked closely at how the youth researchers used…

With the number of school shootings on the rise across the United States, and the preponderance of mass shootings off of school grounds, some school districts and politicians are responding with proposals for beefed up security and surveillance measures. While these proposals may sound appealing in the immediate wake of disaster, policy-makers and…

This paper explores teaching mathematics for spatial justice (Soja, 2010), as an extension of teaching mathematics for social justice (Gutstein, 2006). The study is contextualized in a 10-session curricular module focused on the spatial justice of a city's two-tiered system of personal finance institutions (mainstream vs. alternative), piloted…

This qualitative study examines how an "international" high school in New York City responds to the needs of refugee students. It asks: "What are the specific academic needs of secondary-level refugee students? How does one school meet their needs, and what challenges are encountered?" To complement one-on-one semi-structured…