The Struggles of Identity, Agency, and Education in the Lives of Undocumented Students: The Burden of Hyperdocumentation
This book weaves together two distinct and powerfully related sources of knowledge: (1) my journey/transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and (2) five years of ongoing national research on the identity, education and agency of undocumented college students (Chang, 2014, 2015, 2016). In interlacing both my personal experiences with findings from my empirical qualitative research, I explore practical and theoretical pedagogical, curricular and policy-related discussions around issues that impact undocumented immigrants while providing compelling rich narrative vignettes (both personal and from my study participants). Collectively, these findings support my overall argument that some undocumented students can cultivate an empowering self-identity by performing the role of infallible non-citizen citizen.
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“Through combining knowledge from her lived experience with both theory and richly crafted narratives, Chang provides an eloquent treatise for teachers, students, activists, and educational policy makers alike to better engage with the realities of immigrant students’ lives. Chang’s book serves as an outstanding scholarly intervention for our times.”
--Antonia Darder, Leavey Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University, USA
“Through a masterful weaving of her own personal journey and rigorous empirical research, Chang offers an insightful portrait of undocumented immigrant students in higher education. Beyond the oftentimes impermeable barriers they confront, the lives of these young people, told in their own words, speak powerfully to the complex and nuanced ways in which they exercise agency and develop identities forged through their hard work.”
--Roberto G. Gonzales, Professor of Education, Harvard University, USA, and author of Lives in Limbo: Undocumented and Coming of Age in America
“This book is a beautiful and powerful contribution at a necessary moment in our nation’s history. Readers will be inspired to embrace new strategies to study and support undocumented students, they will be enlightened in seeking out new epistemologies and critical lenses, and they will be empowered to write and hyperdocument their own stories of marginalization and exclusion, and instead reframe them as stories of agency, triumph, and belonging.”
—Victor B. Sáenz, Chair and Associate Professor, Higher Education Administration, The University of Texas at Austin, USA