Advertisement

Bridging Borders: Teaching a Bridging Course with Precarious Status Students Transitioning to the University

  • Paloma E. VillegasEmail author
Chapter

Abstract

This chapter reflects on the process of planning and teaching a bridging course that facilitates the entry of precarious status migrant students to an Ontario university. While students in some US states have had official access to postsecondary schooling since the early 2000s, in Canada, access has been piecemeal if at all existent. The chapter examines how my own history of immigration influenced the development and running of the course, including the assumptions I had going in. I then evaluate the role of storytelling and disclosure and conceptualize the role of students as border-crossers or “bridges.” Finally, I think through the importance of interdisciplinarity in teaching such a course. The chapter provides understanding and recommendations about how to run such courses, the specific needs of precarious status students, and the role of instructors in the process.

References

  1. Aberman, T., Villegas, F. J., & Villegas, P. E. (Eds.). (2016). Seeds of Hope: Creating a Future in the Shadows. Toronto, ON: FCJ Refugee Centre.Google Scholar
  2. Abrego, L. J. (2006). “I Can’t Go to College Because I Don’t Have Papers”: Incorporation Patterns of Latino Undocumented Youth. Latino Studies, 4(3), 212–231.CrossRefGoogle Scholar
  3. Albrecht, T. J. (2007). Challenges and Service Needs of Undocumented Mexican Undergraduate Students: Students’ Voices and Administrators’ Perspectives (PhD). The University of Texas at Austin (3290814).Google Scholar
  4. Ang, I. (2003). I’m a Feminist but… “Other” Women and Postcolonial Feminism. In R. Lewis & S. Mills (Eds.), Feminist Postcolonial Theory: A Reader (pp. 190–206). New York, NY: Routledge.Google Scholar
  5. Antone, E. M. (2001). Adult Social Movement Learning Experience Among First Nations in the Transitional Year Programme at the University of Toronto. Convergence, 34(4), 27–40.Google Scholar
  6. Anzaldúa, G. (1999). Borderlands/ la frontera: The New Mestiza (2nd ed.). San Francisco, CA: Aunt Lute Books.Google Scholar
  7. Bernhard, J., Goldring, L., Young, J., Berinstein, C., & Wilson, B. (2007). Living with Precarious Legal Status in Canada: Implications for the Well-Being of Children and Families. Refuge: Canada’s Periodical on Refugees, 24(2), 101–114.Google Scholar
  8. Collier, A. (2017). “It Should Be Necessary to Start”: Critical Digital Pedagogy in Troubled Political Times. http://redpincushion.us/blog/i-cant-categorize-this/it-should-be-necessary-to-start-critical-digital-pedagogy-in-troubled-political-times/. Accessed 18 August 2017.
  9. Coutin, S. B. (2003). Illegality, Borderlands, and the Space of Nonexistence. In R. W. Perry & B. Maurer (Eds.), Globalization Under Construction: Governmentality, Law, and Identity (pp. 171–202). Minneapolis: University of Minnesota Press.Google Scholar
  10. Cuevas, S., & Cheung, A. (2015). Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences. Harvard Educational Review, 85(3), 310–317.CrossRefGoogle Scholar
  11. De Genova, N. (2002). Migrant ‘Illegality’ and Deportability in Everyday Life. Annual Review of Anthropology, 31, 419–447.CrossRefGoogle Scholar
  12. De Genova, N. (2005). Working the Boundaries: Race, Space, and “Illegality” in Mexican Chicago. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  13. Fortier, C. (2015, September 21). No One Is Illegal, Canada Is Illegal! Negotiating the Relationships Between Settler Colonialism and Border Imperialism Through Political Slogans. https://decolonization.wordpress.com/2015/09/21/no-one-is-illegal-Canada-is-illegal-negotiating-the-relationships-between-settler-colonialism-and-border-imperialism-through-political-slogans/. Accessed 18 August 2017.
  14. Freire, P., & Macedo, D. P. (1995). A Dialogue: Culture, Language & Race. Harvard Educational Review, 65(3), 377–403.CrossRefGoogle Scholar
  15. Gallo, S., & Link, H. (2015). “Diles la verdad”: Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood. Harvard Educational Review, 85(3), 357–382.CrossRefGoogle Scholar
  16. Garcia, V. P. (2016). Exploring a Counter-Space: Recounting Student Experiences During Year One of the AB540 and Undocumented Student Center at the University of California, Davis (M.A.). University of California Davis, (10194680.).Google Scholar
  17. Gastaldo, D., Magalhães, L., Carrasco, C., & Davy, C. (2012). Body-Map Storytelling as Research: Methodological Considerations for Telling the Stories of Undocumented Workers Through Body Mapping. http://www.migrationhealth.ca/undocumented-workers-ontario/body-mapping.
  18. Gildersleeve, R. E., & Ranero, J. J. (2010). Precollege Contexts of Undocumented Students: Implications for Student Affairs Professionals. New Directions for Student Services, 131, 19–33.CrossRefGoogle Scholar
  19. Giroux, H. A. (1991). Border Pedagogy and the Politics of Postmodernism. Social Text, 28, 51–67.CrossRefGoogle Scholar
  20. Goldring, L., Berinstein, C., & Bernhard, J. (2009). Institutionalizing Precarious Migratory Status in Canada. Citizenship Studies, 13(3), 239–265.CrossRefGoogle Scholar
  21. Gonzales, R. G. (2016). Lives in Limbo:Undocumented and Coming of Age in America. Oakland: University of California Press.Google Scholar
  22. Gonzales, R. G., & Chavez, L. R. (2012). “Awakening to a Nightmare”: Abjectivity and Illegality in the Lives of Undocumented 1.5-Generation Latino Immigrants in the United States. Current Anthropology, 53(3), 255–281.CrossRefGoogle Scholar
  23. Gonzales, R. G., Heredia, L. L., & Negrón-Gonzales, G. (2015). Untangling Plyler’s Legacy: Undocumented Students, Schools, and Citizenship. Harvard Educational Review, 85(3), 318–341.CrossRefGoogle Scholar
  24. Haraway, D. (1998). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14, 575–599.CrossRefGoogle Scholar
  25. Hayes, R. (2009). Neoliberal Citizenship: The Case of International and Non-Status Students in Canada. In V. Fynn, P. (Ed.), Documenting the Undocumented: Redefining Refugee Status, Center for Refugee Studies 2009 Annual Conference Proceedings (pp. 101–109). Boca Raton, FL: Universal Publishers.Google Scholar
  26. Henry, F., & Tator, C. (1994). Racism and the University. Canadian Ethnic Studies, 26(3), 74–90.Google Scholar
  27. Keung, N. (2013, February 22). City Declared a ‘Sanctuary’. The Toronto Star, p. A1.Google Scholar
  28. Lara, A. (2014). Navigating Critical Terrain: The Decision Making Process of Undocumented Latina/o Graduate Students (PhD). UCLA (0249).Google Scholar
  29. Ledesma, A. (2015). On the Grammar of Silence: The Structure of My Undocumented Immigrant Writer’s Block. Harvard Educational Review, 85(3), 415–426.CrossRefGoogle Scholar
  30. Lefebvre, H. (1991). The Production of Space (D. Nicholson-Smith, Trans.). Malden, MA: Blackwell.Google Scholar
  31. Leonty, S., & Villegas, P. E. (2008). Between Borders: An Immigrant’s Story. Shameless Magazine, 12.Google Scholar
  32. Lopez, C. B. (2010). Las Fronteras de nuestra Education: Documenting the Pedagogies of Migration of Mexican and Chicana/o Undocumented Immigrant Households (PhD). UCLA.Google Scholar
  33. Madera, G., Wong, K., Monroe, J., Rivera-Salgado, G., & Mathay, A. A. (Eds.). (2008). Underground Undergrads: UCLA Undocumented Immigrant Students Speak Out. Los Angeles: UCLA Center for Labor Research and Education.Google Scholar
  34. McWhorter, E. B. (2015). An Invisible Population Speaks: Exploring College Decision-Making Processes of Undocumented Undergraduates at a California State University Campus (PhD). Indiana University (3732254).Google Scholar
  35. Moraga, C., & Anzaldúa, G. (1981). This Bridge Called My Back: Writings by Radical Women of Color (1st ed.). Watertown, MA: Persephone Press.Google Scholar
  36. Negrón-Gonzales, G. (2014). Undocumented, Unafraid and Unapologetic: Re-Articulatory Practices and Migrant Youth “Illegality”. Latino Studies, 12(2), 259–278.CrossRefGoogle Scholar
  37. Oliverez, P. M. (2006). Ready but Restricted: An Examination of the Challenges of College Access and Financial Aid for College-Ready Undocumented Students in the U.S. (PhD). University of Southern California (3257819).Google Scholar
  38. Pérez, P. A., & Rodríguez, J. L. (2012). Access and Opportunity for Latina/o Undocumented College Students: Familial and Institutional Support Factors. Association of Mexican American Educators Journal, 5(1), 14–21.Google Scholar
  39. Perez Huber, L. (2010). Using Latina/o Critical Race Theory (Latcrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, 24(1–2), 77–96.Google Scholar
  40. Person, D., Gutierrez Keeton, R., Medina, N., Gonzalez, J., & Minero, L. P. (2017). Effectively Serving AB 540 and Undocumented Students at a Hispanic Serving Institution. Journal of Hispanic Higher Education, 16(3), 256–272.CrossRefGoogle Scholar
  41. Rangel, Y. T. (2001). College Immigrant Students: How Undocumented Female Mexican Immigrant Students Transition into Higher Education (PhD). UCLA (3032926).Google Scholar
  42. Rebouillat, J. (2013). No Border: Photo Essay. Citizenship Studies, 17(2), 173–177.CrossRefGoogle Scholar
  43. Rehner, J. (2006). Critical Skills Pedagogy: Bridging the Gap. In A. O’Reilly & R. K. Newman (Ed.), You Can Get There from Here: 25 Years of Bridging Courses for Women at York University (pp. 61–67). Toronto, ON: York University School of Women Studies.Google Scholar
  44. Standing Committee on Citizenship and Immigration. (2009). Temporary Foreign Workers and Nonstatus Workers. House of Commons, Ottawa, Canada. Ottawa: House of Commons. http://www2.parl.gc.ca/HousePublications/Publication.aspx?DocId=3866154&Language=E&Mode=1&Parl=40&Ses=2. Accessed 18 July 2014.
  45. Suárez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C. M., Hernandez, E., Garcia, Y., …, Teranishi, R. T. (2015). Undocumented Undergraduates on College Campuses: Understanding Their Challenges and Assets and What It Takes to Make an Undocufriendly Campus. Harvard Educational Review, 85(3), 427–463.CrossRefGoogle Scholar
  46. Villegas, F. J. (2006). Challenging Educational Barriers: Undocumented Immigrant Student Advocates (M.A.) San Jose State University.Google Scholar
  47. Villegas, F. J. (2010). Strategic In/Visibility and Undocumented Migrants. In G. J. S. Dei & M. Simmons (Eds.), Fanon & Education: Thinking Through Pedagogical Possibilities (pp. 147–170). New York, NY: Peter Lang.Google Scholar
  48. Villegas, F. J. (2014). The Politics of “Access”: Undocumented Students and Enrollment in Toronto Schools (PhD). University of Toronto, Toronto.Google Scholar
  49. Villegas, P. E. (2014). “I Can’t Even Buy a Bed Because I Don’t Know If I’ll Have to Leave Tomorrow:” Temporal Orientations Among Mexican Precarious Status Migrants in Toronto. Citizenship Studies,18(3–4), 277–291.Google Scholar
  50. Villegas, P. E. (2016, May 10). Body Maps for Teaching Migration. Paper Presented at the University of Toronto’s Teaching & Learning Symposium, Toronto.Google Scholar
  51. Yosso, T. J. (2006). Critical Race Counterstories Along the Chicana/Chicano Educational Pipeline. New York, NY: Routledge.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.California State University, San BernardinoSan BernardinoUSA

Personalised recommendations