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The article describes educator outreach that connected communities to resources on legal rights and guidance during detention or deportation. It argues that U.S. schools should cultivate “enlightened political engagement” by pairing democratic enlightenment with civic political action to enable wise participation in public affairs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fully-realizing-the-civic-potential-of-immigrant-youth-read-online-free/591585/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fully-realizing-the-civic-potential-of-immigrant-youth-read-online-free/591585.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What immediate school impacts did the Austin ICE raids create?","Question",{"text":112,"@type":113},"Teachers reported students being unable to return home safely after dismissal, classrooms remaining empty, and many immigrant children withdrawing or stopping attendance. Grades slipped as students experienced anxiety about whether their parents would be there when they got home.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did educators respond to support immigrant families?",{"text":117,"@type":113},"Schools and educator networks provided resources explaining families’ legal rights and helped them navigate encounters with immigration officers or deportation. Teachers also shared an emergency student action plan to help families organize key documents and contact information.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article mean by “enlightened political engagement”?",{"text":121,"@type":113},"It frames democratic enlightenment and political engagement as two distinct dimensions that together promote wise participation in public affairs. Democratic enlightenment involves knowledge of democratic traditions and institutions plus justice and tolerance, while political engagement refers to civic actions and activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591585,1792869552,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Fully Realizing the Civic  Potential of Immigrant Youth  \nBY REBECCA M. CALLAHAN AND KATHRYN M. OBENCHAIN  \nOver the course of a few cold days  \nlast February, immigrant families  \nand their allies in Austin, Texas, were shaken by a series of raids as immigra-  \nILLUSTRAT IONS BY JING JING TSONG  \ntion officers descended upon the city. After all was said and done, Immigration and Customs Enforcement (ICE) officials arrested 51 undocumented immigrants, most of whom had no criminal record.1  \nAs the community raced to respond to the shock, teachers sought to protect their students. Reports flooded in of children being returned to school when bus drivers found no one to pick the students up at their stops, of teachers waiting with children until late into the evening when a relative was finally identified, of empty classrooms over the next several days, and of students who would never return. Families hurried to sign guardianship papers to protect their children in case they were ever detained or deported.  \nEducators saw an increase in students from immigrant families both wanting and needing emotional support; many students who came to school were distracted and worried, anxious that their parents wouldn’t be there when they came home. Grades began to slip, and attendance began to drop. In a matter of days, numerous immigrant children and children of immigrants,* many of them U.S. citizens, were withdrawn from school or simply stopped attending—their parents, fearing deportation (for AFT resources, see page 12), retreating from public view.  \nIn the following weeks and months, school communities responded by identifying and providing resources to advise families about their legal rights and to help them navigate the system should they be faced with immigration officers and/or deportation. Educators’ mobilization efforts and outreach provided the basis for a  \nRebecca M. Callahan is an associate professor of bilingual/bicultural education at the University of Texas at Austin College of Education and a faculty research associate in the university’s Population Research Center. Kathryn M. Obenchain is the associate dean for learning, engagement and global initiatives and an associate professor of social studies education at the Purdue University College of Education.  \ncommunication network focused on immigrant families’ safety and well-being.  \nTeachers concerned about the psychological well-being of immigrant families atone school shared with us a guide to creating an emergency student action plan that they sent home with their students to help prepare families if confronted by ICE officials. With room for the names and phone numbers of teachers and other important adults in children’s lives, the guide prompts families to gather key documents and information in one place. The very act of creating this action plan also helps families take comfort in being proactive and planning ahead to ensure that someone will care for their children.  \nIn this article, we step back from the immediate aftermath of those ICE raids—in Austin and numerous other cities around the United States—to consider the role U.S. schools and educators play in the civic growth of immigrant youth. Our purpose is to show educators how to build on the civic potential of immigrant youth and prepare them for an active role in public discourse, or what has been called “enlightened political engagement.”  \nProfessor Walter Parker suggests that enlightened political engagement is a core goal of education. Specifically, he frames democratic enlightenment and political engagement as two distinct and necessary dimensions to enlightened political engagement. Democratic enlightenment encompasses the knowledge of democratic traditions, principles, and political institutions; a commitment to justice; and the disposition for tolerance. Political engagement, on the other hand, refers to the actions and activities found in civic participation. According to Parker, the synthesis o","cbCaichTdO15LPTK","https://ap.wps.com/l/cbCaichTdO15LPTK","pdf",239654,"English","# Background: ICE raids and school impacts\n# Educator response and emergency planning\n# Civic growth and “enlightened political engagement”\n# Fostering civic voice in social studies","[{\"question\":\"What immediate school impacts did the Austin ICE raids create?\",\"answer\":\"Teachers reported students being unable to return home safely after dismissal, classrooms remaining empty, and many immigrant children withdrawing or stopping attendance. Grades slipped as students experienced anxiety about whether their parents would be there when they got home.\"},{\"question\":\"How did educators respond to support immigrant families?\",\"answer\":\"Schools and educator networks provided resources explaining families’ legal rights and helped them navigate encounters with immigration officers or deportation. Teachers also shared an emergency student action plan to help families organize key documents and contact information.\"},{\"question\":\"What does the article mean by “enlightened political engagement”?\",\"answer\":\"It frames democratic enlightenment and political engagement as two distinct dimensions that together promote wise participation in public affairs. Democratic enlightenment involves knowledge of democratic traditions and institutions plus justice and tolerance, while political engagement refers to civic actions and activities.\"}]","Fully Realizing the Civic Potential of Immigrant Youth - read online free | PDF",1792072775]