Ethics of Dignity and Radical Care: Educational Leaders Navigating Tensions to Support Immigrant School Communities

Abstract

This case examines how a school district leader in the U.S. Midwest navigates the tensions in supporting immigrant communities’ dignity through radical care while adhering to federal and local policies and practices. It narrates how a superintendent aims to collaborate with a high school team of teachers and administrators to help immigrant and newcomer adolescents graduate, but this work is affected by drastic anti-immigrant policies, discourses, and regulations. This case explores a dignity leadership and radical care framework and what this can look like in praxis, providing resources to school leaders on how to prioritize immigrants’ dignity amid walls of resistance.

Keywords

dignity radical care immigrant newcomers educational leaders high school graduation policy

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