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Invisible students: institutional invisibility and access to education for undocumented children

In Canada, undocumented children are “institutionally invisible” – their access to education to be found in unwritten and discretionary practices. Drawing on the experience of a three-year university-community partnership among researchers, institutional and community stakeholders, Francesca Meloni examines how undocumented children are constructed as excluded from school.

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The Ambivalence of Belonging: The Impact of Illegality on the Social Belonging of Undocumented Youth

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