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<p>Though U.S. K-12 school populations are increasingly multilingual, until recently students designated as English learners (ELs) have been virtually absent from research on school choice. Even less is known about the experiences of specific groups of ELs, such as refugees. This manuscript reports on a comparative case study of the school choice experiences of three refugee high school students who were either formerly or currently classified as ELs. Framed by Doreen Massey’s (<CitationRef CitationID="CR45">2005</CitationRef>) relational conceptualization of geographic space as a dynamic convergence of intersecting trajectories, this study situates school choice within the social worlds and geographies of three unique individuals. Findings illuminate interactions between identity, space, and mobility, ultimately suggesting that choice alone is an inadequate solution to educational inequity. Implications for more equitable policy and for future research on the socio-spatial dimensions of refugee education are discussed.</p>

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Beginnings, Belonging, and Escape: A Relational Spatial Analysis of Refugee Background Students’ School Choice Experiences

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Aurora C. Sartori

摘要

Though U.S. K-12 school populations are increasingly multilingual, until recently students designated as English learners (ELs) have been virtually absent from research on school choice. Even less is known about the experiences of specific groups of ELs, such as refugees. This manuscript reports on a comparative case study of the school choice experiences of three refugee high school students who were either formerly or currently classified as ELs. Framed by Doreen Massey’s (2005) relational conceptualization of geographic space as a dynamic convergence of intersecting trajectories, this study situates school choice within the social worlds and geographies of three unique individuals. Findings illuminate interactions between identity, space, and mobility, ultimately suggesting that choice alone is an inadequate solution to educational inequity. Implications for more equitable policy and for future research on the socio-spatial dimensions of refugee education are discussed.