“My Student Was Apprehended by Immigration”: A Civics Teacher’s Breach of Silence in a Mixed-Citizenship Classroom DAFNEY BLANCA DABACH University of Washington In this article, Dafney Blanca Dabach highlights how little is known about undocumented youth’s political socialization in formal school settings. Like all students, undocumented students are routinely placed into citizenship courses in the United States, yet these may be sites of marginalization and disjuncture for students who lack access to citizenship rights. Dabach investigates how one high school civics teacher and her students navigate this terrain in a mixed-citizenship setting where some youth had access to formal citizenship, and some did not. Drawing from a year-long qualitative study, Dabach argues that this case serves as an existence proof of meaningful civic education in school settings, despite barriers to formal citizenship. She demonstrates how the teacher socialized students into the practice of political letter writing while recounting local deportation narratives. The teacher breached silences that typically render undocumented students as invisible. She also integrated distinct forms of knowledge and experience: those of “illegality” with political participation. In doing so, she created a space within the classroom for simultaneously apprenticing students of different citizenship statuses into political practices. Dabach illustrates how formal civics classrooms may in fact be educative when normative assumptions about citizenship are interrupted in official classroom space. Citation: Dabach, D. B. (in press). “My student was apprehended by immigration”: A civics teacher’s breach of silence in a mixed-citizenship classroom. Harvard Educational Review.