From the Need to the Right to Learn: Migrant Youth and Social Interaction in Classrooms
Manuel Espinoza

About the research


NAEd/Spencer Postdoctoral Fellowship

Award Year



University of Colorado at Denver

Primary Discipline

Rooting itself in a trio of approaches to education – social interactional studies of classrooms, philosophical investigations into the value of learning, & legal examinations of landmark educational cases – this inquiry aims to establish a theoretically-informed empirical approach to learning in classrooms as potentially “rights-generative” activity. Through analysis of the audio-video and writing archives of the Migrant Student Leadership Institute – a university summer academic program for high school migrant students – I will create a set of “touchstone” illustrations that show how educational rights develop in and through classroom talk and interaction. I seek to answer:1) What does interaction that manifests educational rights look and sound like in a classroom? 2) What are its distinctive characteristics in patterns of classroom organization and discourse? 3) How does such interaction differ from more conventional classroom interaction that does not manifest educational rights?
About Manuel Espinoza

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