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

Abstract

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.