Week 12: Rethinking School on ICE
Argument Statement:
In the introduction article of Winter 25-26 Vol. 40 No. 2 of Rethinking Schools: Ice Out of Schools, the authors argue that teachers hold a large stake in protecting our communities and our children from ICE. The authors discuss that ICE is built on racisms that have existed throughout time, and it is essential to educate our communities and children about why these attacks are occurring and who to depend on for protection.
Discussion Points:
“Teachers have been on the frontlines of building the struggle against ICE’s expanding cruelty. This should come as no surprise because an essential part of being an educator is caring about our students’ lives and the communities we serve.”
“An essential part of keeping our schools safe is asking ourselves who are our potential allies in protecting students — who are those potential “partner organizations” in our communities that Irons’ school identified?”
“Our curriculum should also center the long history of how racially discriminatory U.S. immigration policy maintains an underclass, more easily exploited because of their immigration status.”
ICE hides its cruelty behind recycled myths about immigrants and wears a mask of legality. Let’s expose the lies and pull off its mask.
Connections:
I really enjoy reading these publications. I find them informative and empowering. While the topics are always “heavy” in the sense that they cover the topics that we find challenging to talk about, the editors find a way to put an enlightening spin on the topics by sharing what is really going on in our communities and schools and how people are making changes. The intro article followed by “LA Educators vs. ICE” encourages the reader to be a resource for these families that are the target. In the article, “Human Beings! Human Beings!”, Ursula Wolfe-Rocca states, “If you sometimes feel the impulse to scroll quickly by, to swipe to a different reality where such things are impossible, me too.” This statement resonates with me. I want to learn in a relatable environment, rather than be told what I am missing and how I am approaching certain topics in the wrong way. Rethinking Schools is giving the reader a great example of the asset model. It is interesting to me that each issue of Rethinking Schools covers such a range of topics. I also found that went I was searching for my article to discuss last week. This one in particular covers ICE, embracing humanity, transgender students, and the use of AI. If the topic is not related to our day to day, it prepares you for future experiences. This is a clever way to pull readers into the topics they feel uncomfortable exploring.
Resources:
ICE Officers in Healthcare Settings: What Nurses Need to Know
Amanda,
ReplyDeleteI really liked your response, especially how you pointed out that Rethinking Schools manages to take such heavy topics and still make them feel informative, empowering, and approachable. That stood out to me too. I also thought your connection to the quote about wanting to “scroll quickly by” was really honest and relatable, because a lot of these topics can feel overwhelming at first. You explained well that learning happens best when people feel invited into the conversation instead of judged. I also liked your point about how the publication covers such a wide range of topics, because that really does help prepare educators for issues they may not be facing directly right now but could encounter in the future. Your post showed how important it is for teachers to stay informed, build awareness, and be willing to support students and families in meaningful ways.
The resource you posted that ties this directly to health care is great.
ReplyDeleteI like how you pointed out that even though the topics are heavy, they’re presented in a way that actually pulls people in instead of pushing them away.
ReplyDeleteThank you for sharing your resource about ICE in healthcare settings and what nurses need to know in order to support their patients.
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