Days After Immigration Injustice
Federal immigration policy and the increased presence of ICE officers across the nation constitute an existential fear for immigrants, children of immigrants, and their friends and neighbors. Days After Immigration Injustice follows teachers who refuse to let federal rhetoric go unexamined — building classrooms where students can name their fear, access their rights, and find their voice.
Overview
For many students, immigration injustice is not a news story — it is the lived reality of their family, their neighbors, or themselves. Raids, deportations, and dehumanizing political rhetoric create a climate of fear that follows students into the classroom. Teachers cannot address this fear by ignoring it; silence in the face of a student’s terror is itself a choice with consequences.
DAP in this context means creating a classroom that is explicitly safe — where students’ humanity is affirmed, where they can access practical information about their rights, and where the full community (documented and undocumented, immigrant and native-born) understands their shared responsibility to one another. Teachers in Teaching on Days After modeled how to hold both grief and agency in the same space.
Key themes
- Creating classrooms of safety and explicit affirmation for immigrant students
- Providing access to accurate, rights-based information
- Refusing dehumanizing rhetoric in classroom discourse
- Building solidarity across documented and undocumented students and families
Activities & Resources
Classroom-ready protocols and tools for teaching on days after immigration injustice.