Undocumented immigrant living in sanctuary granted stay of removal

————- Sat, 20 May 2017 18:47:13 -0600 ————-

DENVER — An undocumented immigrant from Peru who has been living in sanctuary in a Denver church to avoid deportation has been granted a stay of removal.

Ingrid Encalada Latorre, 33, made the announcement Saturday afternoon. Her stay of removal is in effect until August 7.

"We are human beings. We are your neighbors and friends living and working alongside citizens. I appreciate this opportunity to safely continue my legal case from my home. I will continue to organize until our full humanity, contributions and place in this country are recognized," she said.

The mother of two entered sanctuary in November 2016 at Mountain View Friends Meeting in Denver.

Ingrid's children, who were born in the United States, joined her at Saturday's announcement. They have lived with her in sanctuary for the last six months.

Bibliography: Racist Arizona (page 1 of 1)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Sanctuary Cities website.  Some of the authors featured on this page include Michelle Aguilera, Brian W. Dotts, Silvia Araceli Vega Najera, Anita Fernandez, Robert L. Stevens, Zoe Hammer, Kirstin Ruth Bratt, David Gillborn, Jared A. Fogel, and Cruz Medina.

Gillborn, David (2014). Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England, Educational Forum. Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character.   [More]  Descriptors: Racial Bias, Race, Educational Change, Foreign Countries

Cammarota, Julio; Aguilera, Michelle (2012). "By the Time I Get to Arizona": Race, Language, and Education in America's Racist State, Race, Ethnicity and Education. This article reports on research projects conducted primarily by first and second generation Mexican American high school students who document how school relationships are shaped by Arizona's racist political discourses. They conducted observations of their school experiences and then wrote up what they were observing in field notes. Field note data focus on how political discourse shapes school climate, especially around speaking Spanish, and the treatment of student researchers by other students and teachers. We also discuss the anti-Latino politics in Arizona that began with the passage of Proposition 203 in 2000. The focus of this political discussion is to identify education and immigration related laws passed by the Arizona legislature that target and negatively impact the Latino community. The article concludes with recommendations to improve education for Latino students who are learning the English language.   [More]  Descriptors: Mexican Americans, Hispanic Americans, High School Students, Politics of Education

Cammarota, Julio (2014). Misspoken in Arizona: Latina/o Students Document the Articulations of Racism, Equity & Excellence in Education. This article reports on racism expressed by school personnel (administrators and teachers) and experienced by Latina/o students at a high school located in Tucson, Arizona. Students in a specialized social science research program, called the Social Justice Education Project (SJEP), documented personal encounters with racist articulations at their school. After students conducted observations of their own interactions on campus, they would write (weekly) field notes as part of a research assignment to document racism in education. Most verbal exchanges influenced by racism can be categorized into direct racist statements or racial microaggressions. Both of these racist articulations are tantamount to derogatory comments or slurs that attempt to make an individual from a marginalized group feel inferior to or different (in a negative sense) from the dominant group. This article focuses on the SJEP, implemented at one particular Tucson high school, during the 2010-2011 school year. Excerpts from the students' field notes present evidence of racist articulations. The article concludes with recommendations on how to ameliorate the educational experiences of students of color with culturally relevant and responsive policies and practices that will move the discourse on marginalized groups in a positive direction.   [More]  Descriptors: Hispanic American Students, Racial Bias, Aggression, Disadvantaged

Fogel, Jared A.; Stevens, Robert L. (1996). The Safford, Arizona, Murals of Seymour Fogel: A Study in Artistic Controversy, Social Education. Examines the controversy generated by art works commissioned by the Works Progress Administration (WPA). Attempting to create work for depression-era artists, the WPA often commissioned murals for government buildings. Recounts the experience of Seymour Fogel, who's positive portrayal of Native Americans ran afoul of racist sentiments in Safford, Arizona. Descriptors: Art Criticism, Art History, Art Products, Artists

Vega Najera, Silvia Araceli (2010). Immigrants in Higher Education: Living in the Underground, ProQuest LLC. Recent research on education and Latina/o immigrants has indicated an escalating crisis, but few studies have focused on why so few immigrant students participate in higher education, or why many leave college before receiving degrees. Past research has been largely quantitative or theoretical, and offered little qualitative insight into the actual life experiences of Latina/o students. This study examines recent financial and legal restrictions against the socio-cultural backdrop of the state of Arizona after the passage of Proposition 300, which made undocumented immigrant students ineligible for in-state tuition. Using qualitative methods such as grounded theory, this study conducted open-ended interviews to gather educational oral histories from 16 teachers, parents, activists, administrators, and students in an effort to shed light on the decline in college matriculation and graduation rates among undocumented immigrants. The study found that the undocumented students were heavily acculturated into American society, and felt betrayed by supporters of Prop. 300 and the state of Arizona, which chose to treat them as illegal immigrants. The students viewed Prop. 300 and the other anti-immigrant laws as proof that Arizona was not only a racist state, but that such sentiments were condoned, encouraged, and rewarded. Most expressed their intentions to persevere in achieving higher college degrees, as well as legal recognition of their status as Americans.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Grounded Theory, Higher Education, Undocumented Immigrants, Graduation Rate

Dotts, Brian W. (2015). Education as Instrument or as Empowerment? Untangling White Privilege in the Politics of Ethnic Studies: The Case of the Tucson Unified School District, Multicultural Education. Public school curriculum battles offer great examples for illustrating how politics saturates education policy, particularly in the State of Texas. However, Arizona has emerged as another peculiar contender in contemporary battles to control high school curricula. Curriculum battles have deep historical roots in Arizona and elsewhere that go beyond the scope of this article, therefore herein in the author's focus is on Tuscon's recent and controversial ethnic studies program. The Tucson Unified School District's Mexican-American Studies Program in short taught cultural pride, and it has been extremely successful in raising the academic achievement of students in Tucson's segregated schools. Notwithstanding success and despite its serving as a replacement for deeper institutional remedies, the White power structure in Tucson began attacking the program as un-American and, ironically, racist. After realizing success by circumventing the integration of Tucson's public schools, critics then focused on dismantling a culturally relevant indigenous curriculum. The ethnic studies program has been misunderstood, erroneously described, and inappropriately criticized by politicians, policymakers, and the media. More importantly, what often gets lost in the cacophony is the academic success of the program. This article offers the a brief historical context, an overview of the controversy followed by an in-depth personal perspective on the program's impact. The author concludes that the ethic studies program in Tuscon should not only be maintained; its academic success story should be celebrated.   [More]  Descriptors: Multicultural Education, School Districts, Whites, Racial Identification

Kastenbaum, Robert (1991). Racism and the Older Voter? Arizona's Rejection of a Paid Holiday to Honor Martin Luther King, International Journal of Aging and Human Development. Questions whether defeat of propositions to establish paid Martin Luther King holiday in Arizona was example of racism among primarily White senior adult voters of the state. Proposes three models to account for general pattern of election-related behavior and for vote itself: proactive racist; pragmatic self-interest; and fortress mentality. Suggests fortress mentality may have played largest role. Descriptors: Attitudes, Holidays, Models, Older Adults

Fernandez, Anita; Hammer, Zoe (2012). Red Scare in the Red State: The Attack on Mexican-American Studies in Arizona and Opportunities for Building National Solidarity, Journal of the Association of Mexican American Educators. The attack on ethnic studies in Tucson is a local struggle with broad implications. This essay poses that Arizona is a testing ground for neoliberal laws, policies and practices, including HB2281, an anti-Latin@ law banning ethnic studies courses in public schools. Given that many such political "experiments" have been successfully exported from Arizona, we raise concerns about the implications of this legislation. HB2281 represents contradictions inherent to a wide ranging anti-Latino@ political strategy that deploys an ethic of color-blindness to legitimize attacks on anti-racist projects and produces a rhetoric of new and recycled "enemies" to garner public support for increasingly anti-democratic public policy. We examine some of the stakes of building transformative educational projects in local settings, and pose questions about possibilities for building national networks of likely allies with the capacity to defend and support rigorous, critical public education in the United States.   [More]  Descriptors: Ethnic Studies, American Studies, Politics of Education, Public Education

Medina, Cruz (2013). Poch[at]teca: Rhetorical Strategies of a Chicana, ProQuest LLC. This dissertation addresses the rhetoric of deficiency that frames Latina/o students as lacking with regard to education. This dissertation begins by examining the cultural deficit model entrenched in colonial narratives of history that justify unequal access to resources in the US. I argue that the reimagining of the pejorative trope of "pocho" by reconnecting it with its etymological root pochteca provides a trope of resistance to deficiency rhetoric, and a trope that embodies rhetorical strategies for Latina/o students navigating academic institutions. Additionally, this dissertation furthers the advocacy of culturally relevant reading and writing assignments and practices, while at the same time arguing that the discursive productions responding to culturally relevant writing demonstrate rhetorical strategies. The analysis of a student publication that responds to and integrates dichos provides a site of analysis where students identify rhetorical strategies that help them navigate obstacles related to education. The use of Twitter by a predominantly Latina/o summer bridge program provides an additional site of analysis where the writing of students in digital spaces allows them to perform "latinidad", and create support networks that help them succeed in school. The pedagogical chapter of this dissertation analyzes the Arizona House Bill 2281 and the rhetoric that frames the Tucson Unified School District's Mexican American Studies program as racist and anti-American; following this analysis come suggestions for incorporating culturally relevant aspects of the TUSD MAS curriculum into rhetoric and composition curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Hispanic American Students, Cultural Influences, Social Bias, Social Attitudes

Bratt, Kirstin Ruth (2007). Violence in the Curriculum: Compulsory Linguistic Discrimination in the Arizona-Sonora Borderlands, Journal for Critical Education Policy Studies. In the small border town focalized in this article, just north of the Mexican and US border stations, daily businesses, including city council meetings, retail, and public services, are conducted in Spanish. Only the schools insist upon English, this insistence backed by state proposition 200, funded primarily by Ron Unz, but passed by Arizona voters in 2000. This is the type of policy Valdez criticizes when she explains the great burden that is placed on bilinguals through public policies. She identifies these policies as symptoms of public anger, writing that bilinguals "provoke the wrath of those who view concessions to linguistic diversity as fundamentally un-American". Furthermore, Corson explains that English-only policies reduce the status of minority-language speakers in every public context. While racial discrimination was once openly condoned and practiced under legal protection in the United States, Espinosa-Aguilar explains that it now continues under less blatantly racist guises, such as legal discrimination that is "masked as language policy". As an educator, the author found Arizona a frustrating place to work. So many voter initiatives were passed during her tenure there, all of which seemed counter-intuitive to her as a teacher. While educational research has largely supported bilingual education as a way to help students become competent in English, public policies in Arizona were forcing schools to discontinue their bilingual programs. The author shares a school incident to prove that Arizona's English-only policies encourage violence by their innate racism and the discriminatory practices they demand.   [More]  Descriptors: Language Planning, Educational Research, Racial Discrimination, Bilingual Education

Bibliography: Migrant Rights (page 03 of 03)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Alice U-Mackey, New York Human Rights in China, Jennifer Lynn Shoaff, Cedefop – European Centre for the Development of Vocational Training, Xuesong Gao, Noorfarah Merali, Geneva (Switzerland). World Council of Churches, Margaret Kernan, Karen Slikas Barber, and Persida Cifuentes.

Collet, Bruce A. (2010). Sites of Refuge: Refugees, Religiosity, and Public Schools in the United States, Educational Policy. In this article the author examines public schools in the United States as sites where immigrants and refugees express their religious identities as part of their integration processes. In particular, the author examines the schools as "sites of refuge" for refugee students. Although public schools provide refugees with opportunity for study without regard to race, religion, nationality, membership of a particular social group or political opinion (areas of potential persecution under the 1951 UN Convention Regarding the Status of Refugees), owing to their liberal and secular nature they necessarily put constraints on the degree to which students may exercise their particularistic cultural identities. Religion is an area in which such constraints are often most apparent. The article analyzes Will Kymlicka's theory of polyethnic group rights as a possible framework for both understanding migrant ethnic cultures and integration processes generally, as well as a defense for providing accommodations for the religious identities and religious expressions of immigrant and refugee students. With conditions, the author believes that, by guaranteeing the right to refugee students' societal culture, polyethnic rights comprise a viable framework for supporting immigrants and refugees in their integration into the United States. However, the framework works only to the degree that it is consistent with and advances liberal ends, including student autonomy and freedom.   [More]  Descriptors: Social Integration, Ethnicity, Public Schools, Religion

Kernan, Margaret (2010). Space and Place as a Source of Belonging and Participation in Urban Environments: Considering the Role of Early Childhood Education and Care Settings, European Early Childhood Education Research Journal. The purpose of this paper is to highlight the importance of spatial and place research when exploring concepts of belonging, participation and citizenship in relation to young children and early childhood education and care (ECEC) in urban societies. Particular attention is paid to the position of marginalised children and those most at risk of discrimination, who experience barriers to accessing services and challenges to the rights of citizenship and identity. These are illustrated with reference to the ECEC projects and initiatives of Melel Xojobal, a non-governmental organisation working to improve the quality of life of indigenous migrant children and their families in San Cristobal de Las Casas, a rapidly growing city in the state of Chiapas, Mexico.   [More]  Descriptors: Young Children, Physical Environment, Cultural Context, Social Environment

Hones, Donald; Cifuentes, Persida (2012). "Los Papeles No Trabajan": The Papers Don't Do the Work, Multicultural Education. Schools across the United States serve children from families that have crossed the U.S. border without documents. Some of these children have crossed the border themselves. For teachers and other educators, the Supreme Court decision of "Plyler v. Doe" (1982) has set the precedent that all children in the United States are entitled to a public education, regardless of their immigration status. Nevertheless, undocumented immigration remains a highly polarizing issue, and the struggles of immigrant children and their families often takes a back seat to political posturing. The authors of this article believe that it is an act of both courage and solidarity for teachers to provide support for undocumented children and their families. They also assert that it is a moral duty supported by international human rights agreements signed by the United States. The following research study raises questions about how the United States serves and supports the children and families who arrive in our schools and communities with or without "papeles" ("papers")–documentation of their legal entry into the country; about how much Americans will tolerate the abuse, neglect, and death of men, women, and children who attempt to cross our border with Mexico; and about men, women, and children who attempt to cross our border with Mexico. This study describes the involvement with a humanitarian organization on the Arizona border with Mexico, and what was learned from conversations with ranchers, border patrol agents, Mexican officials, and the migrants themselves.   [More]  Descriptors: Immigrants, Undocumented Immigrants, Access to Education, Civil Rights

Cooke, Melanie (2009). Barrier or Entitlement? The Language and Citizenship Agenda in the United Kingdom, Language Assessment Quarterly. In the United Kingdom (UK) there are two ways for applicants to fulfill the requirement to show their knowledge of English language and life in the UK: they can take a computer-based citizenship test or attend an English class which includes citizenship teaching. This article describes the background to the test and the struggle to ensure that applicants with lower levels of English would not be excluded. It focuses particularly on citizenship classes and the tension between the framing by politicians of the test as an entitlement for migrants which ensures access to their full set of rights, and the experience of the testing regime by those affected by it.   [More]  Descriptors: Citizenship, Foreign Countries, English (Second Language), Second Language Learning

Hayward, Maria; U-Mackey, Alice (2013). Inclusiveness, Power Sharing and Critical Enquiry: Intercultural Programme Model for New Settlers, Intercultural Education. Migrants and refugees settling permanently in a new country face significant social, linguistic and cultural challenges. However, they also bring intercultural strengths and skills which, if acknowledged and enhanced, can support successful settlement and inclusion in a pluralistic society. This paper describes the underpinning rationale and salient features of an intercultural settlement programme piloted in New Zealand with a group of recently arrived settlers from refugee backgrounds. The programme was designed to enhance the settlement process for newcomers through the development of critical thinking, problem-solving and intercultural skills. The pedagogical approach was rights-based and incorporated facilitated discussions within an environment of power-sharing, inclusiveness and critical enquiry. This paper discusses the implementation of the programme as well as findings from a preliminary research project which sought to explore the effectiveness and the extent to which the programme achieved its aims. The findings indicate that this approach can constitute good practice in an education programme designed to support interculturalism and successful integration.   [More]  Descriptors: Immigrants, Refugees, Land Settlement, Foreign Countries

World Council of Churches, Geneva (Switzerland). (1991). Proclaiming Migrants Rights. The New International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. Churches' Committee for Migrants in Europe Briefing Papers No. 3. In December 1990, the United Nations General Assembly approved the new International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. This international agreement broadly defines the rights of migrant workers and their families and offers some means to review the compliance of nations in upholding these rights. This illustrated booklet contains three articles about the agreement and is intended to stimulate the campaign for adoption by 20 member nations necessary for ratification. "The Origins and Importance of the Convention," by Shirley Hune, describes migrants as an unprotected, frequently exploited population; reviews the compromises and dilemmas of the drafting process; and outlines highlights of the agreement. In "A Brief Guide to the Text," Patrick Taran presents an abstract of the agreement's preamble and each of its 93 articles. These include scope and definitions of the convention; the extension of fundamental human rights as elaborated in other U.N. instruments to all migrant workers; establishment of the principle of equality of treatment (as compared to the treatment of nationals) for all migrant workers and their families with regard to court litigation, employment, and access to education for their children; and placement of the responsibilities for protection of human rights on sending, receiving, and transit states. "Church Action for Migrant Rights," by Jan Niessen, describes advocacy efforts by church groups on behalf of the agreement, discusses ways in which international conventions can be used to defend migrant rights on a national level, and outlines other existing international agreements on migration. Descriptors: Advocacy, Civil Liberties, International Law, Migrant Children

Shoaff, Jennifer Lynn (2009). Bordering on (In)Visibility: The Mobility and Containment of Haitian Migrant Women in the Dominican Republic's Linea Noroeste, ProQuest LLC. This research sterns from twelve months of ethnographic research with Haitian migrant women who reside in "Batey Sol", a former sugar-company labor camp located along the "Linea Noroeste" (northwest line) linking the Dominican Rebulic's border town of Dajabon with the urban center of Santiago. The multi-sited study considers the larger network of political, social, and economic structures and relations of power in which these women are positioned in their daily lives and through their livelihoods as market women. Through key anthropological and feminist theoretical frameworks, I offer a commentary on the political economy of racism and gender inequality in the contexts of Caribbean colonial history, Dominican nationalism, and globalization. By mapping both figurative and literal border crossings and inspections across space and time and the complex relationships between mobility and containment, I bring greater visibility to the daily experiences of Haitian women as workers, as migrants, as mothers, and as activists. I argue for the necessity of making visible the unique positionings of these women within the contexts of both structural power and individual agency as they play out in the interstices of capitalism and poverty, neoliberal democracy and state violence, globalization and feminism, migration and the informal economy, and citizenship and human rights. We need to pay attention to what they are saying and what they are doing to carve out creative spaces that contend with and contest in strategic ways the contradictions derivative of their simultaneous visibility and invisibility as migrant women.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Females, Ethnography, Global Approach, Foreign Countries

Barber, Karen Slikas (2014). Reading for Pleasure: More than Just a Distant Possibility?, TESOL in Context. Much has been written about the importance of extensive reading for the development of language fluency, yet it is not often an activity of choice by students as a means of improving language learning. Many of my multi-level (elementary-intermediate) Adult Migrant English Program (AMEP) Certificates in Spoken and Written English (CSWE) students reported that they did not have a reading for pleasure habit in either their first language or in English as an additional language. Reviewing the small collection of language learner literature available in the local library, and in our community AMEP resource room, and reflecting on the highly scaffolded reading activities being done in my classroom, the latter should have come as no surprise. To address these shortcomings, extensive reading became an integral part of our classroom learning in the final ten-week term of 2012, a holiday reading program was offered and "my" extensive reading approach was further developed in term one of 2013 to encourage a reading for pleasure habit. Classroom-based action research conducted on these initiatives, using systematic teacher observation, naturalistic data collection methods and computer-generated activity reports revealed that, given explicit instruction on extensive reading, on how to choose books at the right level for easy reading, and access to a wide selection of books, students improve their reading proficiency and enjoy extensive reading as a classroom activity while some continue to enjoy reading when there is no classroom imperative to do so.   [More]  Descriptors: Foreign Countries, English (Second Language), Recreational Reading, Migrants

Orman, Jon (2012). Language and "New" African Migration to South Africa: An Overview and Some Reflections on Theoretical Implications for Policy and Planning, Language Policy. This article examines the phenomenon of African migration to post-apartheid South Africa from a language-sociological perspective. Although the subject has been one largely neglected by language scholars, the handful of studies which have addressed the issue have yielded ethnographic data and raised questions of considerable significance for the development of theoretical perspectives on the sociolinguistic consequences of geographical and social mobility. In the case of African migrants to South Africa, mobility is often seen to entail a reductive reordering and re-evaluation of their linguistic repertoires which serve to both index and be partly constitutive of their unequal social status. In the final section of the paper, I argue that conventional language-planning approaches, and in particular those which place an emphasis on various forms of language rights, are epistemologically disinclined and therefore ultimately theoretically unable to meaningfully address certain types of language-related problems which may arise as a consequence of mobility. Indeed, it is doubtful whether such problems may be amenable to resolution through any form of planned intervention. Such an insight serves as an important brake on ambition in terms of what can be formulated as realistic expected outcomes of language planning measures aimed at tackling sources of social inequality.   [More]  Descriptors: Social Status, Racial Segregation, Ethnography, Foreign Countries

Tennant, Mark (2012). The Learning Self: Understanding the Potential for Transformation, Jossey-Bass, An Imprint of Wiley. This book examines the kind of learning that brings about significant personal change (transformational learning), and its overall theme is that individuals can be agents in their own formation by understanding and acting on the circumstances and forces that surround and shape them. Education beyond schooling has a long history of interest in the development and transformation of the self. A range of programs exist, from those which aim to promote self-development as an end in itself, to those programs in which changes to the self are seen as being a necessary component of broader organizational or social change. There are also a host of programs where self-change is important in its own right, but where there is a broader social problem being addressed (e.g. programs for AIDS patients, those addicted to drugs, diabetes sufferers, recent migrants, soon-to-be-parents, etc.). In all these programs there are implicit or explicit theorizations concerning the nature of the self and the way the self relates to others or to society, which are a necessary part of our conception of the possibility of self-change and the associated practices deployed for the purpose of change. The book aims to: (1) promote, among educators and others with an educational dimension to their work, a more critical approach to their learning designs and practices; and (2) equip individuals with a framework for understanding and being agents of their own self-formation and change.   [More]  Descriptors: Learning Theories, Change Agents, Transformative Learning, Self Evaluation (Individuals)

Human Rights in China, New York, NY. (2002). Shutting Out the Poorest: Discrimination against the Most Disadvantaged Migrant Children in City Schools. This report, based on official Chinese publications and interviews, examines the barriers official policies present to the realization of the right to education for migrant children in China, at a time when Beijing and other cities are employing large numbers of migrants in urban construction projects in preparation for the 2008 Olympic Games. The report focuses on the 9 years of compulsory education in primary and junior middle school. The first section introduces the subject, highlighting some of China's major cities that attract large numbers of migrants. The second section outlines regulations concerning the education available to migrant children. The third section assesses the major barriers faced by migrant families in obtaining education for their children. The fourth section analyzes these barriers in terms of China's obligations under international human rights law, including treaties to which the People's Republic of China is a state party. The final section presents recommendations to the Chinese government designed to ensure that migrant children are able to realize their right to education (e.g., make education available to all children, regardless of their place of household registration, eliminate discrimination against migrants, and eliminate discriminatory fees as steps toward ending fee charging).   [More]  Descriptors: Access to Education, Disadvantaged Youth, Educational Discrimination, Educational Legislation

Gao, Xuesong (2012). "Cantonese Is Not a Dialect": Chinese Netizens' Defence of Cantonese as a Regional Lingua Franca, Journal of Multilingual and Multicultural Development. This article reports on an inquiry into Chinese netizens' online discussions related to the "Protecting Cantonese Movement" in Guangzhou, Guangdong Province, on the Chinese mainland. It interprets the ideological discourses used by Chinese netizens in online discussions to protect the status of Cantonese, a regional variety of the Chinese language. These netizens were found to have drawn on the international prestige and traditional heritage of Cantonese in arguing for maintaining its status as a regional lingua franca. Drawing on research on the individualisation of society in China, this article contends that these netizens may be seen to be recontextualising the political establishment's discourses and appropriating them as powerful weapons in defence of their linguistic rights. It was also found in the inquiry that non-Cantonese-speaking migrants were problematised by the netizens as a cause of the predicament of Cantonese, creating a significant challenge for policymakers and language educators in their efforts to create a "harmonious" society on the Chinese mainland. One may argue that harmony can be achieved through respecting individuals' linguistic rights.   [More]  Descriptors: Foreign Countries, Language Teachers, Mandarin Chinese, Language Attitudes

Auger-Voyer, Valérie; Montero-Sieburth, Martha; Perez, Lidia Cabrera (2014). Chasing the European Dream: Unaccompanied African Youths' Educational Experience in a Canary Islands' Reception Centre and Beyond, Education Policy Analysis Archives. In the last two decades, Spain's Canary Islands have received thousands of undocumented migrants arriving by boat from the coasts of North and West Africa. The sharp increase of unaccompanied minors has presented a particular challenge, as these minors fall under the State's protection system and are entitled to an education and other rights, once in Spain. What economic and socio-cultural factors push these youth to seek a better life whilst endangering their own? What educational opportunities are available to them in Spain and how can these propel them into secure living situations? What can be said about their integration prospects? This ethnographic study, based on field research carried out in a reception centre for unaccompanied minors in Tenerife, focuses on the youth's migration trajectories, and on the extent to which the education and support they receive in Spain relates to their socio-economic integration into European society and beyond. The findings reveal that although the centre provides the youth with a window of opportunity to be in Spain and gain an education, the ambiguousness of their legal situation brought about by immigration policies once they have left the centre, is not conducive to their leading a stable and productive life in the current context.   [More]  Descriptors: Foreign Countries, Undocumented Immigrants, Educational Attainment, Civil Rights

Cedefop – European Centre for the Development of Vocational Training (2014). Career Guidance in Unstable Times: Linking Economic, Social and Individual Benefits. Briefing Note. The economic crisis that peaked in 2009 sent shockwaves that will be felt for years to come. It affected businesses, increased social risk for many and destabilised job and career prospects. Young people, particularly, have been badly affected. They are suffering the highest unemployment rates and their prospects have been damaged most. But, despite high unemployment rates in many countries, skill shortages are reported in science, technology, engineering and mathematics (STEM) occupations. Europe's working population is also getting older. In response, European Union (EU) countries have devised several education, training and labour market policies. In all of them, career guidance and counselling increasingly play a central role due to their effectiveness in developing the right skills and attitudes people need for successful careers. This Briefing Note describes how guidance and counselling can help people and organizations to adapt and be productive under new and atypical economic and social conditions. In particular, when integrated into human resource management, guidance counselling can reduce skill mismatch in enterprises and increase productivity and work satisfaction. Guidance and counselling can also help prevent young people from becoming not in education, employment or training (NEETs) by assessing students' level of risk of educational disengagement and by clarifying their career options, all in close cooperation with family and teachers. For young migrant workers and severe social exclusion, career guidance is frequently provided in close cooperation between local communities, employment services, schools and training providers. Career guidance also reaches cases where people feel excluded from participation in learning and the labour market. A combination of targeted information, careful assessment and validation of skills and support for career planning can bring positive change for individuals and communities.   [More]  Descriptors: Foreign Countries, Career Guidance, Career Counseling, Economic Climate

Merali, Noorfarah (2008). Theoretical Frameworks for Studying Female Marriage Migrants, Psychology of Women Quarterly. Transnational marriages account for a significant proportion of family-based immigration to North America. An increasing number of immigrant men are choosing to marry women from their countries of origin, and an increasing number of nonimmigrant men are choosing to marry women from other countries. Existing studies on the experiences of foreign brides entering North America have highlighted their vulnerability to spousal maltreatment, including unique forms of immigration abuse (e.g., threats of deportation). Their vulnerability to maltreatment has been attributed to the gender-insensitive nature of family immigration policies, the women's lack of awareness of their rights and immigration status, and their husbands' cultural beliefs about women's roles. This article describes three interrelated theoretical frameworks that can inform further research, practice, and policy development related to female marriage migrants. The frameworks draw on cross-cultural models of gender-based violence, seminal work on the psychology of women, and international human rights research.   [More]  Descriptors: Females, Marriage, Immigration, Immigrants

Bibliography: Migrant Rights (page 02 of 03)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Soon-Won Kang, Pawel Makosa, Laura O'Connor, Joannes Chliaoutakis, Kelly McFaden, Gaby Ramia, Alan Tuckett, Dympna Devine, Satarupa Dutta Pal, and Felicity Rawlings-Sanaei.

Tuckett, Alan (2013). The Gap between Aspiration and Practice, New Directions for Adult and Continuing Education. At the time of the fifth UNESCO international conference on adult education (CONFINTEA V) in Hamburg in 1997, it seemed that a resilient alliance of governments and civil society organizations had been created. This alliance would have the commitment and cooperation needed to pursue the ambitious aspirations captured in the 10 themes of the "Hamburg Declaration on Adult Learning and Agenda for the Future" (UNESCO, 1997) adopted at the conference. In this chapter the author explores what happened to the alliance and to the energy and confidence generated by the process in respect of two of the themes in the "Declaration." Theme 8 concerned the rights and aspirations of different groups: the aged, migrants, gypsies and other nonterritorial and/or nomadic peoples, refugees, disabled people, and prison inmates; Theme 10 addressed increasing international cooperation and solidarity to enhance adult learning opportunities.   [More]  Descriptors: Adult Learning, Lifelong Learning, Correctional Institutions, International Cooperation

Devine, Dympna; McGillicuddy, Deirdre (2016). Positioning Pedagogy–A Matter of Children's Rights, Oxford Review of Education. This paper foregrounds pedagogy in the realisation of children's rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they "think", "do" and "talk" pedagogy, conceived as their pedagogic "habitus". Findings confirm contradictions between teachers' ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children's rights explicitly emerge in their narratives, in turn influencing how they "do" pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children's rights to non-discrimination and serving their best interests in education.   [More]  Descriptors: Childrens Rights, Social Justice, Immigrants, Teaching Methods

O'Connor, Laura; Faas, Daniel (2012). The Impact of Migration on National Identity in a Globalized World: A Comparison of Civic Education Curricula in England, France and Ireland, Irish Educational Studies. This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary "imagined community" articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.   [More]  Descriptors: Nationalism, Citizenship, Democracy, Citizenship Education

Migration World Magazine (1996). Effective Respect for the Rights and Dignity of Migrants: New Needs and Responses. Contains the considerations and recommendations for action of the Ferney Round Table, held in February 1996, concerning the fundamental rights and dignity of migrants. Discussions include the root causes of migration; global migration strategy; legal standards and their implementation; regional migration dynamics; and the need for greater cooperation among governments, international organizations, and nongovernmental organizations to address the protection of migrant rights. Descriptors: Civil Rights, Global Approach, Human Dignity, Institutional Cooperation

Pal, Satarupa Dutta (2014). Anakuran: A Proposed Path to Education for Children of Migrant Construction Workers in India, International Journal of Education and Development using Information and Communication Technology. "If you cannot go to school, the school comes to you." Project Anakuran (the Hindi word for germination) is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locales. The study addresses the right to free and compulsory education for Indian children between the ages of 6 and 14 years in purview of the implementation of the Right to Education Act 2009. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015.   [More]  Descriptors: Foreign Countries, Migrant Workers, Building Trades, Construction Industry

Kouta, Christiana; Pithara, Christalla; Zobnina, Anna; Apostolidou, Zoe; Christodoulou, Josie; Papadakaki, Maria; Chliaoutakis, Joannes (2015). A Systematic Review of Training Interventions Addressing Sexual Violence against Marginalized At-Risk Groups of Women, Health Education Research. Women from marginalized groups working in occupations such as domestic work are at increased risk for sexual violence. Scarce evidence exists about training interventions targeting such groups. The article aims to identify community and workplace-based training interventions aiming to increase capacity among marginalized at-risk women to deal with sexual violence. A systematic review was applied. Inclusion criteria were English language published between 2003 and 2013; reporting on delivery and/or evaluation; focusing on any form of sexual violence; delivered to professionals, affected or at-risk women; targeting migrant, at-risk women or domestic workers. Data were extracted on the setting, content, evaluation process and target population. Four studies which focused on prevention or responding to sexual violence were included. One study provided sexual violence training to vulnerable female and one provided a HIV prevention intervention to marginalized women. Learning objectives included increasing knowledge around issues of sexual violence and/or gender and human rights, prevention and response strategies. Two studies aimed to train trainers. All studies conducted an outcome evaluation and two a process evaluation. It seems there is a gap on participatory empowerment training for marginalized women. Community train-the-trainer interventions are imperative to protect themselves and deal with the risk of sexual violence.   [More]  Descriptors: Intervention, Sexual Abuse, At Risk Persons, Capacity Building

Bossin, Michael; Demirdache, Laila (2012). When Children Seek Asylum from Their Parents: A Canadian Case Study, New Directions for Child and Adolescent Development. When children seek asylum from alleged abuse by a custodial parent, the notion that family reunification is always in the best interests of independent child migrants is undermined. In this chapter, the authors discuss the legal tensions between the Refugee Convention, the Convention on the Civil Aspects of International Child Abduction (the "Hague Convention"), and the Convention on the Rights of the Child that arise in such cases. They recommend that the principle of expediency underlying the Hague Convention should not override the time and due process requirements necessary to adequately assess the best interests of the child involved.   [More]  Descriptors: Civil Rights, Childrens Rights, Interests, Child Welfare

Maoláin, Aengus Ãì.; Popescu, Cristi; Bergan, Gabriela; Sallinen, Jyri; Savola, Pauliina; de Bruijn, Simone; Dalen, Svea; Servant, Thibaut; Grønne, Viktor (2016). Handbook for National Unions of Students on Students with a Migrant or Ethnic Minority Background, European Students' Union. This handbook has been written by the European Student's Union's Ethnic Minorities Working Group (EMWG) based on the work it conducted from its establishment at ESU's Board Meeting 57 in 2009 until its expiration at the Board Meeting 64 in 2013. The work was undertaken by representatives from ESU's members SAMOK (Finland), NUSUK (UK), LSVb (the Netherlands), ANOSR (Romania), NASC (Bulgaria), FAGE (France) and NSUM (Macedonia), as well as ESU's Equality Coordinator and Human Rights and Solidarity Coordinator and previous members of social affairs committee. Ethnic minorities are vast and complex groups of people. Some identifiable groups, such as the largest in Europe–the Roma people, live in no single geographic region and live in every country in Europe and beyond. Other groups, such as the Basque community have maintained coherence because of their geographic location. Migrants, whether from within the European Union, whether migrants of economic necessity, personal choice, or so-called third-country migrants resident in Europe for reasons of asylum, economic necessity or choice all have as many different contextual backgrounds as there are people. As such, it is intensely challenging to attempt to create any single policy or set of guidelines to deal with a non-unified group of demographic convenience, rather than a single community. As the numbers of people within Europe who might fall into the category here discussed runs to the dozens of millions, the statistical data which reinforces the underperformance and underrepresentation of these groups in higher education is an unacceptable aberration and it is the responsibility of all parties involved in higher education governance to take actions to improve the chances of any group which is victim to inequality. This document will discuss the obligations of the "majority" population to the minority groups described. Perhaps the most challenging barrier to education for underrepresented groups is the fact that a highly disproportionate majority of policy makers and leaders are from the traditional majority groups. It is a right in democratic societies for individuals to criticise and engage in making and shaping change. In order for higher education to truly adapt to a more inclusive model of governance, those responsible for governance must more accurately reflect the groups for whom higher education is available–which should, of course, be everyone. It is hoped that this document provokes questions in the readers' minds and gives them some insights to what is, after all is said and done, a hugely local/national matter, and requires very local actions. This European overview can only serve to provoke these discussions, but will feed into ESU's European-level inputs. A bibliography is included.   [More]  Descriptors: Student Unions, Minority Groups, Ethnic Groups, Guides

Kang, Soon-Won (2010). Multicultural Education and the Rights to Education of Migrant Children in South Korea, Educational Review. This study reviews the current state of multicultural education for migrant children in South Korea and calls for a critical reorientation of multicultural education for all. Racism was deepened during the colonial period in Korea, and continues to this day. Thus I argue that the ambivalent, dualistic ethnic prejudice distorted by colonialism can be resolved only through a decolonization of thinking. Currently South Korea is moving from being a homogeneous and mono-cultural community into a heterogeneous and multicultural society. In this context, immigrants are subject to discrimination and excluded from ethnocentric Korean society, and abused in terms of universal human rights. This is the environment for the urgently needed multicultural education. Multicultural education is one of the avenues through which we are able to confront racism today throughout the world. Multicultural education in Korea needs to be reconsidered in accordance with the rights to education for all children and in keeping with global justice.   [More]  Descriptors: Migrant Education, Multicultural Education, Korean Culture, Migrant Children

Devine, Dympna (2013). "Value"ing Children Differently? Migrant Children in Education, Children & Society. This paper considers dilemmas around "value" and the "valuing" of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen–value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their "added value" that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.   [More]  Descriptors: Migrant Education, Social Values, Social Attitudes, Foreign Countries

Prusinski, Ellen L. (2014). "The Sponsor Speaks Sweetly": Negotiating Competing Educational Narratives in Indonesia's Migration System, ProQuest LLC. Despite the well-publicized risks, each year millions of Indonesian women travel across the world in search of work that offers wages high enough to support families back home. Although migrant women play an indispensable role in the Indonesian economy, effective mechanisms to protect their rights and guard their safety have yet to be developed. Among the primary barriers to the development of effective protection mechanisms is the fact that the vast majority of Indonesian migrant women work in the largely unregulated domestic sphere, where they are susceptible to the power of individual employers, largely outside the jurisdiction of labor law enforcement, and isolated from other workers. These risks are compounded by inadequate enforcement mechanisms for international labor agreements and insufficient pre-departure education. It is in this context that knowledge about rights, working conditions, and migration processes–as well as the empowerment to utilize this knowledge–becomes crucial. This research, which is based on ten months of ethnographic fieldwork in Central Java, examines the educational processes and messages surrounding women's transnational labor migration. The central questions that guide this research are: 1) How do women utilize informal, nonformal, and formal education to prepare for international migration?; 2) How do civil society organizations in Indonesia, including nongovernmental organizations (NGOs) and unions, envision their role in the migration education process and help shape the expectations women have of migration and of the rights they should be afforded? I focus in particular on the role of NGOs in providing nonformal education and on how returned migrant women workers themselves offer informal migration education in the community. Ultimately, this research indicates that women are learning about migration in a variety of settings, including in their communities (informal education), through NGO programs and published educational materials (nonformal education), and through government and agency programs (formal education). While there is overlap between the messages circulated at each of these levels, there are also significant differences, particularly in messages about individual vs. systemic causes for migrant women's experiences and the benefits of being compliant vs. the importance of being assertive. Examining these messages sheds light on how women negotiate competing educational messages, the influence of educational messages on women's attitudes and beliefs regarding migration, and the challenges inherent in providing "empowering" migration education. As NGOs and unions continue to advocate for improved policies and work to develop nonformal educational programs, and as the body of research on migration grows, this dissertation contributes a unique perspective on the role education plays in Indonesia's complex and varied migration context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Foreign Countries, Migration, Migrants, Females

Sawir, Erlenawati; Marginson, Simon; Nyland, Chris; Ramia, Gaby; Rawlings-Sanaei, Felicity (2009). The Social and Economic Security of International Students: A New Zealand Study, Higher Education Policy. International education has generated complex problems of governance. As well as being beneficiaries of educational services and consumers of a product, international students are also migrants, workers and beings with civil rights. Arguably, the regulation of international student security as consumer protection fails to recognize this full range of human rights. The research consisted of 70 semi-structured interviews with international students at two institutions in New Zealand, which has devised a unique consumer protection regime embodied in the New Zealand Code of Practice for the Pastoral Care of International Students. Student problems in relation to language difficulties, finances, accommodation, personal safety and freedom from discrimination, and social integration are discussed. The study finds that support services do not fully cater for the needs of international students nor accord them the full range of potential rights. The Code covers some but not all aspects of student security; and the fact that international students know little about the Code constrains its efficacy as a regulatory framework.   [More]  Descriptors: Foreign Students, Student Problems, Civil Rights, International Education

Makosa, Pawel (2015). The Communities Providing Religious Education and Catechesis to Polish Immigrants in England and Wales, British Journal of Religious Education. Since Poland's accession to the European Union in 2004, hundreds of thousands of Polish citizens have arrived in the UK in search of work, of which the majority landed in England and Wales. This process, although not as fast now, is still ongoing. The majority of immigrants from Poland are young people who start families and have children. Many of these children are born in the UK. For this reason, it is increasingly common for the children of Polish immigrants to be covered by the local school system. In addition to general knowledge, they also have the right to religious education and catechesis. This article presents a summary of the communities providing religious education and catechesis to Polish migrants living in England and Wales. It describes the specific features of religious education in state-run schools, Catholic schools and Polish Saturday Schools. The objectives of parish catechesis conducted by the Polish Catholic missions operating in England and Wales are also outlined. The primary objective of this discussion is to present the various options for religious education and catechesis for the children of Polish immigrants living in England and Wales.   [More]  Descriptors: Religious Education, Immigrants, Foreign Countries, Catholics

Osler, Audrey (2015). The Stories We Tell: Exploring Narrative in Education for Justice and Equality in Multicultural Contexts, Multicultural Education Review. This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha's (2003) concept "the right to narrate", arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities' perspectives but also encourage exclusive visions of the nation, maintaining the hegemony of the nation-state. Neighboring nations tell alternative, often contradictory, stories through their school curricula. Processes are closer to propaganda than the educational goal of critical thinking and contribute little to the realisation of justice and peace at home or the wider world. Promoting nationalism and a sense of national superiority may weaken the position of migrants and undermine regional and global cooperation. The paper argues we need to rethink multicultural education. In particular, we need to re-imagine the nation as cosmopolitan. Drawing on the tools of the internationally-agreed human rights project, itself a cosmopolitan endeavor, and on principles of human rights education, it is possible to develop a concept of multicultural education which supports justice and equality at all scales, from the local to the global.   [More]  Descriptors: Justice, Story Telling, Multicultural Education, Global Approach

Hardee, Sheri C.; McFaden, Kelly (2015). (Re)Imagining Our Foundations: One Social Foundations of Education Program's Attempt to Reclaim, Reestablish, and Redefine Itself, Educational Foundations. As many have noted, we are seeing the continuing marginalization of Social Foundations of Education (SFE) courses and programs to the point at which some are disappearing completely. SFE can play a vital role in helping universities establish relationships with their local communities that are equitable and based upon the voices and needs of the community. In addition to university-wide and community value, a strong connection between SFE courses and departments outside of education, local schools, educational organizations, and government institutions illustrates the undeniable importance of SFE to the training and development of a generation of future educators who are advocates and allies for their local community members and who are change agents in their field. This article describes several projects that highlight what it means to be in service to the field of education and to one's community. These projects are an example of moving theory into practice for students and professors. Projects highlighted in this article include: (1) The YES Institute Curriculum Collaboration; (2) 21st Century Community Learning Centers; (3) Near Peer Service-Learning Program; (4) Migrant Education Program Partnership; and (5) Education as a Human Right Project. This article illustrates situations where SFE is centralized and becomes key to successful pedagogical practices.   [More]  Descriptors: Educational Principles, Foundations of Education, Education Courses, Educational Change

Bibliography: Migrant Rights (page 01 of 03)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Xin Wu, Jiaxiong Zhu, Donna Starks, Babacar Diop Buuba, Zhuyun Xia, Sue Webb, Salim Vally, Mondli Hlatshwayo, Zhanmei Song, and Bo Hu.

Hu, Bo; West, Anne (2015). Exam-Oriented Education and Implementation of Education Policy for Migrant Children in Urban China, Educational Studies. This paper investigates the implementation of education policy for migrant children in urban China. Historically, rural and urban residents in China were separated by the "hukou" system, and rural children were not allowed to attend urban schools. Since the relaxation of the "hukou" system in the early 1980s, large numbers of rural families migrated to cities. The right of migrant children to education in urban China was formally recognised by the government in a series of policies starting in 2001. The research reported, here, reveals that migrant children did not have equal access to urban schools nor did they enjoy an equally good education to that of urban children. Based on 53 in-depth interviews with school principals, teachers and pupils in two provincial capitals in China, this paper explores the main factors affecting the implementation of education policy for migrant children. The research demonstrates that policies relating to equal admissions criteria were not implemented as intended, with migrant children not having equal access to schools. However, policies relating to non-segregation and academic support were implemented as intended. It is argued that, at the school level, this is a result of the examination-oriented system, and schools' responses to this.   [More]  Descriptors: Foreign Countries, Migrants, Urban Areas, Urban Schools

Dingeman-Cerda, Katie; Muñoz Burciaga, Edelina; Martinez, Lisa M. (2015). Neither Sinners nor Saints: Complicating the Discourse of Noncitizen Deservingness, Association of Mexican American Educators Journal. This article explores how non citizens, primarily members of the 1.5-generation, experience and rhetorically contest deservingness. We argue that deservingness is constructed through multiple sources including the media, immigrant rights movements, and the law, resulting in a binary of good/bad migrants that does not fully capture the lived experiences of noncitizens. Drawing from three distinct qualitative projects examining the lives of 133 noncitizens, we demonstrate structural conditions underlying divergent experiences of "illegality" and "deportability" (De Genova, 2002). We further complicate the discourse of migrant deservingness through an explication of the commonalities of a range of noncitizens, including DACA recipients, the formerly documented, undocumented migrants, and deportees, highlighting their humanity and worthiness in the process.   [More]  Descriptors: Discourse Analysis, Immigrants, Civil Rights, Mass Media

Webb, Sue (2015). "It's Who You Know Not What": Migrants' Encounters with Regimes of Skills as Misrecognition, Studies in Continuing Education. This article analyses qualitative narratives from skilled migrants using Bourdieu's concepts of misrecognition, symbolic and social capital to understand the uneven effects of migration transitions on employment outcomes among migrant groups. Transnational skilled migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries, where inward migration is a strategy to increase the skill level of workforces. Drawing on a qualitative case study of skilled migration to a regional non-metropolitan area of Australia, the article discusses the key finding that "It's who you know, not what you know" which enabled both skilled migrants and their partners to secure employment commensurate with their qualifications and previous employment histories. Building the 'right' social networks post-migration were the gateways to securing employment. A "regime of skills" was used by employers, employment agencies and educational providers who acted as gatekeepers to employment opening up opportunities for some or closing down that for others through processes of misrecognition of the migrants' experiences and skills and the prioritising of localised knowledge and native-like English accents. Through this process of misrecognition, the "doxa" of who should be employed and in what capacity was sustained.   [More]  Descriptors: Foreign Countries, Immigrants, Skilled Workers, Personal Narratives

Androff, David K.; Tavassoli, Kyoko Y. (2012). Deaths in the Desert: The Human Rights Crisis on the U.S.–Mexico Border, Social Work. Many would acknowledge that immigration is a major issue in the United States and that immigration reform should be a priority. However, there is little attention to the human rights crisis on the U.S.-Mexican border. As a result of tightened border security since 1994, it is estimated that over 5,000 migrants have died in the Sonoran desert. The criminalization of immigration has resulted in a human rights crisis in three areas: (1) the rise of deaths and injuries of migrants crossing the border in harsh and remote locations, (2) the use of mass hearings to prosecute apprehended migrants, and (3) abuses of migrants in immigration detention. These policies and practices have serious repercussions for the affected vulnerable population. Despite recent legislation designed to discourage undocumented immigration, such as Arizona's Senate Bill 1070, the deterrence strategy has not diminished migration–it has only increased the suffering and deaths of migrants. Humanitarian groups are working to prevent more deaths but also have been targeted for criminalization. The profession's ethics compel social workers to work with humanitarian organizations to prevent more deaths and to advocate for humane immigration reform.   [More]  Descriptors: Foreign Countries, Immigration, Ethics, Undocumented Immigrants

Wang, Lihua; Holland, Tracey (2011). In Search of Educational Equity for the Migrant Children of Shanghai, Comparative Education. Around the world there is a growing consensus that migrant children's rights must be protected, regardless of where they have emigrated from. One of these rights is the right to a public education of equal quality to that granted to non-migrant children regardless of where one's family is registered or pays taxes. This article focuses on migrant children schooling in Shanghai. It will show that three main problems are still impeding migrant children from getting a high-quality education. They are: the inferior quality of migrant children schools; the lack of access to a public school and the much higher costs of schooling; and the high mobility of migrant students. Our conclusion: the education rights of migrant children have become contingent on the wills of urban local governments, public attitudes, and available space in local public schools.   [More]  Descriptors: Migrant Education, Equal Education, Childrens Rights, Migrant Children

Song, Zhanmei; Zhu, Jiaxiong; Xia, Zhuyun; Wu, Xin (2014). The Early Childhood Education of Disadvantaged Children in China, European Early Childhood Education Research Journal. Since 2010, the Chinese government has adopted a series of services and policies to provide early childhood education for disadvantaged children. The rapid economic development and urbanisation process since the mid-1980s have led to great changes in social structure and demographics in China. This creates new challenges for the education of disadvantaged children. One important issue to be addressed is the lack of quality education opportunities for a special group of disadvantaged children in China, children of migrant worker families. This article presents the social background of migrant children in China, analyses early childhood education system of China, and argues for equal education rights for migrant children. Finally, according to our long-term analysis of practice and policy in early childhood education, we discuss current problems and present future directions for providing compensatory education for these children.   [More]  Descriptors: Foreign Countries, Disadvantaged, Early Childhood Education, Migrant Children

Gois, William (2007). Migration and Adult Education, Convergence. The objective of this paper is to highlight the role of adult education as a tool in addressing labour migration issues, specifically those concerning the protection of migrant workers' rights and the transformation of the impact of migration into positive holistic developmental gains. The view of labour migration as a means to forge the economic stability of countries in this era of neo-liberal globalisation has put migrant workers at a highly vulnerable position open to persistent forms of exploitation and abuse. Issues that revolve around this topic have been the subject of many international discourse which has led to the formation of national migration regulations/policies, as well as bilateral and regional agreements between states in an attempt to respond to the urgent needs of migrant workers and manage their migration while continuing to benefit from the process. However, migration controls alone have not been progressive in resolving the core problems of labour migration reflecting the need for more structural reforms and strategies. Many civil society groups have recognised adult education as a promising platform from which to launch effectively a campaign to resolve migration issues. In line with this principle, several efforts from this sector have been made such as awareness campaigns that inform migrants of their labour and fundamental human rights. It is imperative for governments of both origin and destination countries to follow suit. Establishing effective and sustainable adult education programmes that build on the dignity and capability of migrant workers is beneficial to both social and economic development. Better pre-departure orientations, widespread information in accessing available protective mechanisms, integration and reintegration processes, savings management are underscored as plausible foci of such programmes. [Abstract presented in English, Spanish, and French.]   [More]  Descriptors: Economic Development, Adult Education, Migrant Workers, Migration

Starks, Donna; Willoughby, Louisa (2015). The Meta-Pragmatic Discourses of Australian High School Students on Language, Migration and Belonging, Language and Intercultural Communication. Recent years have seen a backlash against multiculturalism in many Western countries and increasing calls to restrict migration and citizenship rights to those who can pass language tests. This paper explores the sentiment of high school students who were born and raised in Australia towards issues of language and migration, including the need for migrants to speak English and use Australian dialect and accent. Results show that Australian youth have diverse and sophisticated understandings of what is a complex and often polarising issue of public debate. While public multicultural backlash discourse may be influencing some students who support the idea that migrants should learn English before coming to Australia, many students believe that individual circumstances should be considered when evaluating migrant language issues. Student views about migrants' use of Australian dialect and accent also vary but these responses include less mitigation than to those about migrants' English language abilities, suggesting that the role of English is more contested than the role of dialect and accent. We close by reflecting on the design of our data instruments for eliciting opinions in this controversial area and what our findings might mean for future Australian discourse on language, migration and belonging.   [More]  Descriptors: Dialects, Foreign Countries, High School Students, Student Attitudes

Green, Paul E. (2003). The Undocumented: Educating the Children of Migrant Workers in America, Bilingual Research Journal. Partly because of mobility, but mostly because of poverty, migrant children are systematically denied their right to equal educational opportunity. This review covers migrant families' immigration and illegal immigration, migration patterns, poor living conditions, impact of migrant workers on the U.S. economy, children as migrant workers, impact of mobility and poverty on educational attainment and achievement, and efforts to improve migrant education. (Contains 55 references.) Descriptors: Academic Achievement, Access to Education, Child Labor, Economic Impact

Buuba, Babacar Diop (2007). Africa: Setting for Human Migration, Convergence. Analysis of African migrations can help to understand prehistoric, historical, ancient modern and contemporaneous migrations. Movements of populations were and continue to be so intense that, for some analysts, they constitute one of the dominant trends of the history and destiny of the very old continent. African and non-African states, whether providers or receivers, have their policies coordinated or not concerning this phenomenon, intergovernmental organisations or those from the UN system try to give their input for norms in migrations. African and international civil society organisations produce analysis, develop policies; in general they defend migrants' rights. The author proposes a participatory and concerted management of the phenomenon; he invites the co-development and emergence of new citizenship–multicultural and based on solidarity. [Abstract presented in English, Spanish, and French.]   [More]  Descriptors: Foreign Countries, Migration, History, Economic Development

Forbes, Joan; Sime, Daniela (2016). Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory, Education Sciences. Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants' lived social lives.   [More]  Descriptors: Social Capital, Immigrants, Educational Attainment, Poverty

Hlatshwayo, Mondli; Vally, Salim (2014). Violence, Resilience and Solidarity: The Right to Education for Child Migrants in South Africa, School Psychology International. This article examines the psychology of migrant learners' resilience, their right to education, and how migrant organizations and South African civil society are supporting and reinforcing the agency of migrant learners and their parents. It is based on a year-long study conducted by researchers at the University of Johannesburg's Centre for Education Rights and Transformation (CERT), funded by the Foundation for Human Rights. Testimonies, participatory workshops, surveys, interviews, and focus groups with learners, parents, educators, officials, and civil society activists in three South African provinces were studied–Gauteng, Limpopo, and the Western Cape–spanning rural, urban, and township areas. The article is framed by the traumatic experiences of migrant learners before entering South Africa, during their stay, and often when they are deported. Topics covered in the testimonies include children's rights to, and in education, they also traverse gender issues, the travails of unaccompanied minors, and obstacles preventing migrants' participation in schooling and society.   [More]  Descriptors: Foreign Countries, Migrant Programs, Migrant Education, Civil Rights

Wang, Zhichao (2009). Systematic Barriers to Schooling of Migrant Workers' Children and Policy Recommendations, Frontiers of Education in China. A population of migrant workers have appearing during the process of China's urbanization, and is an important part of the society that cannot be ignored. In the process of integration into cities, the equal development between the rights and obligations of migrant workers is gaining attention. Especially, the issue of schooling of their children has garnered a lot of attention. All problems resulting from schooling of their children are rooted in the asynchronization between system changes and social development. Systematic barriers have become the crux of schooling problem of migrant workers' children.   [More]  Descriptors: Migrant Workers, Foreign Countries, Social Development, Economic Development

Levy, Gal (2014). Is There a Place for Peace Education? Political Education and Citizenship Activism in Israeli Schools, Journal of Peace Education. What is wrong with "peace education" in Israel? In this article, I attempt to decipher the cultural codes of Israeli schools in their relation to issues of peace, conflict and citizenship. It combines findings from two studies in order to understand how "school culture" animates "peace education." My main contention is not that "peace" is or is not being taught in the Israeli schools. Rather, I ask how "conflict" is being taught, and what underlines the schools' conception of conflict. Arguably, what Israeli schools are trying to avoid is not "peace education" "per se," but the very idea of "political education." An adequate approach to peace education, I propose in a more general vein, ought to focus on conflict not as an aberration, but as a part of our cultural mindsets and conceptions of the world. An example from the campaign for the rights of labour migrants' children is used to demonstrate a different approach to political education.   [More]  Descriptors: Foreign Countries, Citizenship Education, Peace, Activism

Koo, Anita (2012). Is There Any Chance to Get Ahead? Education Aspirations and Expectations of Migrant Families in China, British Journal of Sociology of Education. In China, there is a growing group of "migrant children", who reside in the city but do not have full rights to access education. Many have been granted a chance to study in public schools after the policy change, but they continue to have lower educational outcomes than the local students. To understand the inequality, this paper examines the educational goals of migrant families in Beijing. Based on the field interviews, it shows that even migrant children who aspire to attain higher education are nonetheless "blocked" by discriminatory examination laws and limited resources. Their subjective outlook is derived from objective conditions and concrete experiences. Their family of origin determines the types of resources available to them, and thus plays an important role in the formation and justification of their educational goals. A realistic assessment of their chances of achieving their aspirations leads them to have lower expectations.   [More]  Descriptors: Migrant Education, Outcomes of Education, Migrant Children, Foreign Countries

Bibliography: San Luis Valley (page 1 of 1)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Jerry B. Eckert, Guillermo Duron, Donald I. Gardner, Alamosa San Luis Valley Board of Cooperative Services, Florene Field Gardner, Dale Lorimer, Patrick O'Connor, Alfred M. Potts, Sheila A. Knop, and Capulin North Conejos School District.

Knop, Sheila A. (1983). Colorado Population Changes: A Source Book for Education Planners and Policy Makers. The statewide population data presented in this document should assist education program planners and policymakers in making judgments about the priority educational needs of adults in different areas of Colorado. Arranged into 4 major sections, the document presents over 35 statistical tables about Colorado's population size and growth, age and sex characteristics, urban and rural distribution, race and Spanish-origin, family and household size, marital status, household income, educational characteristics, labor force characteristics, and in-migration. The first section provides background information for users of Census and Source Book data. The second section examines Colorado's population as a whole, with comparisons between 1970 and 1980, and between Colorado and nationwide data. The third section allows comparisons to be made within the state, by presenting population characteristics of people living in eight multi-county areas. The appendices include data for each of Colorado's 63 counties and 4 geographic regions, and a sample survey questionnaire. According to the data, two rural regions, the San Luis Valley and the South East, are less affluent than their urban and metropolitan counterparts, with greater proportions of agricultural and government workers, young children and older people, and adults with less than 12 years of schooling. Descriptors: Adult Education, Census Figures, Charts, Comparative Analysis

Lorimer, Dale, Comp. (1981). Project REACH. A Rural Education Approach in a Consortium for Handicapped: A Comprehensive Service Model. 1980-1981, Final Evaluation Report. Project REACH (Rural Education Approach in a Consortium for Handicapped) was designed as a model program to demonstrate methods of service for mildly, moderately, and severely handicapped children located in 14 school district areas in 5 counties of the San Luis Valley in southern Colorado from October 1978 through June 1981. The main emphasis was on serving the severely handicapped in rural areas where adequate programs designed to meet their need seldom exist. The model had a 3-part thrust: service, education, and interagency cooperation. Of the 168 children in the area identified as needing supplementary services, 136 had been served by the end of the project. While parent group involvement did not prove practical, the most effective activities reached individual families on a one-to-one basis. REACH was directly involved with integration of children from a community center to either transitional or regular classrooms in 6 of the 14 districts; service was provided for handicapped children in the existing population in the remaining 8 districts. Students and staff members were given integration inservice prior to receiving mentally retarded or Cerebral Palsy students. Project REACH continued to coordinate referrals to various state and local agencies. Approximately 700 people attended various community workshops conducted by REACH from 1979 to 1981.   [More]  Descriptors: Agency Cooperation, College School Cooperation, Community Cooperation, Delivery Systems

San Luis Valley Board of Cooperative Services, Alamosa, CO. (1974). Happiness Is Bilingual Education for the Children in the San Luis Valley Schools, School Year 1973-74. The San Luis Valley Bilingual Bicultural Program was begun in 10 schools at the kindergarten level. Each year the next higher grade was to be implemented until the program was in existence from K-4. During 1972-73, there were 1,092 kindergarten and first grade children and 86 teaching staff participating in the program. Its primary goal was bilingual education (successful educational achievement using two languages proficiently, but acknowledging English as the basic language of instruction). Components considered essentail in order to meet the children's needs were: (1) the basic concepts taught in the child's home language; (2) language development provided in the second language; (3) development of self-image, success, and positive identity of his culture; and (4) subject matter and concepts taught in both languages. The Tests of Basic Experiences Levels K-L were administered to 325 students (137 in kindergarten and 188 in first grade) in September and again in April of the 1972-73 school year. Pretest scores were used to determine the strengths and weaknesses of both individual students and the total class. Posttest scores were used to determine the children's progress throughout the school year. Findings showed that all activities scheduled and conducted as prescribed for the year were successfully achieved.   [More]  Descriptors: Biculturalism, Bilingual Education, English (Second Language), Language Acquisition

Gardner, Donald I.; Gardner, Florene Field (1965). The Relation of Age-Grade Reading Skills to Environmental-Cultural Factors in the Life-Space of Scholastically Retarded Ethnic Groups in Selected San Luis Valley Public Schools. A study involving 101 sixth-grade children in the San Luis Valley Public Schools in Colorado was made (1) to determine factors causing measurable differences in scholastic achievement between Anglo American and Spanish American children and (2) to suggest methods for correcting these differences. History of the region, cultural differences between the Anglo and Spanish American groups in the region, and tests suitable for use in the study are discussed. Children were tested with the "Gates Reading Survey Test" and with the "Pintner General Ability Test: Non-Language Series." In addition, a questionnaire was administered to each child to analyze cultural differences in the area. Results of the study indicated similar intelligence test scores and noticeable differences in reading test scores between the 2 groups, with the Spanish American children being about 1 year behind the Anglo American children. Very little difference was observed between the 2 groups on the environmental-cultural factors studied. A bibliography of related publications and a copy of the questionnaire used in the study are included.   [More]  Descriptors: Academic Achievement, Anglo Americans, Bilingualism, Cultural Differences

O'Connor, Patrick (1985). Dropout Prevention Programs That Work, OSSC Bulletin. Spurred by a national dropout rate of 25 percent, educators are examining causes of leaving school early, identifying high risk students, and devising student retention programs. This paper profiles the potential dropout, describes 10 characteristics of effective student retention programs, and describes three exemplary programs in Colorado, Oregon, and California. Recent research suggests that students drop out not on spur-of-the-moment decisions, but because of serious personality and environmental conflicts, including unsatisfactory family relationships, perceived "lower class" status, peer influence, and alienation from school. To identify these students, school staff rely on indicators such as truancy patterns and low grades and cumulative credits. Certain characteristics ensure retention program success: (1) early identification, (2) sound organization, (3) proper staff selection, (4) team approach, (5) specific focus, (6) careful student selection, (7) respected institutional role, (8) administrator flexibility, (9) community involvement, and (10) substance abuse awareness. Adequate funding is a must. Three voluntary programs, San Luis Valley Commission (Colorado), the Opportunity Center (Eugene, Oregon), and the Coca Cola Hispanic Fund (Los Angeles, California), exhibit these qualities and are providing many would-be dropouts with needed care and attention. Included are 16 references and a list of persons interviewed. A copy of the Opportunity Center's parent-student handbook is appended. Descriptors: Alienation, Continuation Students, Dropout Prevention, Dropout Research

San Luis Valley Board of Cooperative Services, Alamosa, CO. (1974). San Luis Valley Board of Cooperative Services Bilingual-Bicultural Program. Curriculum: Kindergarten Through Third Grade. For the children in the San Luis Valley (Colorado), bilingual education has provided a successful atmosphere for both the monolingual English speakers and the non-English speakers. They teach each other, learn about each other's culture, and appreciate and understand others better. This curriculum guide, funded by Title VII of the Elementary and Secondary Education Act of 1965, was prepared for use in grades K-3 of the San Luis Valley Bilingual-Bicultural Program. The units cover the subjects of colors, shapes, reading, body and self, family, clothing, the community, culture, counting numbers, seasons and holidays, the calendar and temperature, domestic and wild animals, plants and nursery management, time and money, transportation, simple machines, and space. Given for each subject are the educational and behavioral objectives and suggested related activities, materials, resources, and evaluation techniques. Some of the lessons are for Spanish instruction.   [More]  Descriptors: Bilingual Education, Concept Formation, Cultural Awareness, Curriculum Guides

Eckert, Jerry B. (1987). Differences and Commonalities: Farmer Stratifications in the San Luis Valley Research/Extension Project Area. ARE Research Report. A research project in the San Luis Valley of Colorado sought to isolate a few unique farm types that could become target groups for the design and implementation of agricultural research and extension programs. Questionnaires were completed by 44 of 65 farmers in one watershed area of Conejos County. Analysis revealed a complex pattern of associations. Of the 41 farmers whose responses were used, 21 were Hispanic, 28 were full-time farmers, 18 were more than 60 years old, and 24 owned large farms (containing more than 340 irrigated acres). About half of Hispanics and 15% of Anglos were part-time farmers. Large farms were more likely to be operated by full-time farmers, by younger Hispanics, and by older Anglos. Hispanic farms grew fewer crop species, tended to be particularly dependent on alfalfa, and held virtually all sheep in the area. Younger farmers and full-time farmers were more likely to borrow money. Farm size was the most important influence on short-term management objectives. Differences between Hispanic and Anglo farmers have implications for extension educators and agricultural policymakers. An appendix explains the interpretation of statistical confidence statements. Descriptors: Agricultural Production, Anglo Americans, Credit (Finance), Extension Education

San Luis Valley Board of Cooperative Services, Alamosa, CO. (1975). Bi-lingual Bi-Cultural Program, Title VII, ESEA. Final Evaluation [San Luis Valley Schools, 1974-75]. Primary objectives of the program were: (1) to meet the educational needs of those children who experience learning difficulties because of the inability to understand or speak the language of instruction, and (2) to maintain a sense of pride in the student's language and culture. During 1974-75, the program's 4th year of operation, there were 1,483 students enrolled in grades K-3. Of these 64 percent were Spanish surnamed, 35.8 percent were Anglo surnamed, and .20 percent were Japanese Americans. Student needs were met through the use of more individualized instruction, and more precise evaluation procedures for assessing student progress. Factors which influenced and enhanced the student's learning styles were achieved through an extensive presentation of oral language development in both English and Spanish, music appreciation (both listening and oral exposition), ethnic dances, and art. The project staff consisted of a director, a materials specialist, 63 certified personnel, 49 paraprofessionals, 9 community representatives, a curriculum specialist, and an internal evaluator. Focusing mainly on the up-to-date process evaluation findings in each of the program's operational components, this report presents data obtained from in-service meetings, pupil progress reports, Test of Basic Experiences, workshop evaluation scale, supply inventory, material development and management. Findings indicated that most activities for the year were conducted effectively.   [More]  Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Community Involvement

Duron, Guillermo, Ed. (1988). Special Projects: Meeting Special Needs. This booklet describes 16 model education projects in Colorado that are funded under the federal Education Consolidation and Improvement Act of 1981 and the Elementary Secondary Education Act of 1978. These programs illustrate how federal funds have had a positive impact on the education of Colorado students. The projects and the cities where they are located include: Early Childhood Education Project, Denver; K-6 Instructional Assistance Project, Denver; Math Achievement That Happens (grades 2-5), Aurora; Parents as Teachers Project, Commerce City; Preschool and Improvement of Reading, Fort Collins; Prescriptive Individualized Diagnostic Education, Pueblo; Continuous Processing Skills Project, Colorado Springs; Cherry Creek Grant Program for innovative K-12 teaching projects, Arapahoe County; Jefferson County Computer Education Program, Jefferson County; Innovative Designs to Encourage Achievement, a K-12 curriculum supplement program, Littleton; Project EXPLORE, a curriculum effort for grades 3-5, Northglenn; Talented and Gifted Enrichment Programming, Summit County; Family English Literacy Program, Denver; Basic Bilingual Education Program, Fort Lupton; Weld Cooperative Migrant Education Program, LaSalle; and the San Luis Valley Summer Migrant Credit Accrual/Credit Exchange Program, Alamos. Each project description includes information about participants and agencies; major activities; a brief evaluation of the project; and a contact name, address, and telephone number.   [More]  Descriptors: Demonstration Programs, Elementary Secondary Education, Federal Aid, Federal Programs

Potts, Alfred M. (1960). Survey of San Luis Valley School Closures. Resource Report No. 4. School closures in Colorado's San Luis Valley were surveyed, listing the pros and cons of closing school during the potato harvest. In 1958, 12 of 31 elementary schools and 7 of 13 secondary schools ceased operation for periods up to 18 days during the potato harvest, closing schools to 4,447 students. Of these students, 904 elementary children and 786 secondary students worked in the fields. Individuals who favored strong education programs felt school closures created a negative tone among students; early school enthusiasm was lost and never regained; subject study was seriously interrupted; remedial work was retarded; pupil absenteeism was quite serious both before and after school closure periods; closures caused disruptions in extra curricular activities schedules (e.g., inadequate training in athletic programs); absenteeism lost revenue from state grants based on average daily atttendance; and incoming New Mexico children lost several weeks of schooling. From the valley economics position, school closures were favored because the potato was the valley's major economic asset; there was an urgent necessity to complete the harvest with all possible speed before weather conditions or a freeze destroyed the crop; and there was no alternative to closing some schools to induce enough workers from outside to join the labor force. Descriptors: Elementary Secondary Education, Field Crops, Harvesting, Labor Force

North Conejos School District, Capulin, CO. (1979). Ute Unit: Study Guide and Follow Up Activities. The study guide and follow-up activities were designed primarily to give students a feeling of Ute life in the San Luis Valley in Colorado. The unit begins with six Southern Ute stories about the wolf and coyote, the race between the skunk and the coyote, the frog and the eagle, why the frog croaks, the bear (Que Ye Qat), and the two Indian brothers. A unit test consisting of listing, matching, and essay questions follows the stories along with a student evaluation form and a reference list of titles that are available on the Utes. The next section presents a chronology of Ute history beginning in 1 A.D. when the Shoshonean speaking people separated from other Ute-Aztecan groups about the beginning of the Christian era to 1972 when the Pino Nuche Purasa, motel-restaurant-community building complex, built by the Southern Utes at Ignacio was opened. The last section acknowledges the contributions and culture of the Utahs, the people referred to today as the Utes.   [More]  Descriptors: American Indian Culture, American Indian History, American Indian Literature, American Indians

Bibliography: Immigrant Rights (page 54 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Carlos Larralde, Sandra H. Fradd, and Juan Cartagena.

Cartagena, Juan (1989). English Only JAMAS, Centro de Estudios Puertorriquenos Bulletin. Puerto Ricans have been largely ignored in the current debate over English as a national language. Once the rhetoric of language restrictionists is discarded, the real issue becomes that of the political empowerment of Puerto Ricans. The history of language policy in relation to Puerto Ricans is also reviewed. Descriptors: Bilingual Education, Civil Rights, Cultural Awareness, Elementary Secondary Education

Larralde, Carlos (1976). Mexican-American: Movements and Leaders. Biographical studies of 20 influential Chicano leaders trace Mexican American history from 1848 to the present. The book is organized chronologically by four historical periods: (1) The Cortinista Movement, 1848-1876; (2) The Teresita Movement, 1888-1905; (3) The Magonista Movement, 1904-1919; and (4) The Chicano Activists, 1920 ;o the present. Men and women from all walks of life and possessing diverse styles of leadership are represented. Juan Cortina, soldier and statesman, gives his name to the first period, when he called for Chicano unity following the Mexican American War. The second period, corresponding to Porfiro Diaz's presidency in Mexico, is named for Teresa Urrea, mystic and evangelist, who became the symbol of many campaigns against Diaz. The third period is named for the brothers Ricardo and Enrique Magona, journalists and union organizers. Chicano activists in the fourth period include Octaviano Larrazola, New Mexico governor; Emma Tenayuca, labor organizer; and Corky Gonzales, leader of student causes. The biographical sketches, drawn from primary sources as well as published documents, include personal history, family background, and anecdotal material in addition to the biographee's contributions to the Chicano movement. Footnotes follow each biography; appendices contain a chronology, an index, and notes on the photographs that illustrate the text. Descriptors: Activism, Biographies, Change Agents, Civil Disobedience

Fradd, Sandra H. (1990). Foundations of Multicultural Education. Module 1. Bilingual/ESOL Special Education Collaboration and Reform Project. This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed to help in training personnel to serve this population, and are intended for use by consultants providing in-service education to teachers and administrators. This module, the first in a series of five, discusses key concepts for meeting the challenge of educating a multicultural, multilingual student population. Topics include: a history of immigration and predictions for the future; the effects of population shifts on the education of language minority students; the impact of laws, litigation and executive orders on bilingual/English-as-a-Second-Language education and special education; understanding cultural and linguistic differences including different learning styles; and locating and using educational resources. Each section contains a series of critical points to be elaborated on by the consultant, suggested activities for participant involvement, and masters for handouts or transparencies. A list of references and resource materials is appended.   [More]  Descriptors: Bilingual Education, Civil Rights Legislation, Cognitive Style, Consultants

Bibliography: Immigrant Rights (page 53 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include S. Frank Miyamoto, New York British Information Service, Robert J. Simpson, Timothy T. Cooper, Ronald Takaki, Vickie W. Lewelling, Sarita Dharmadhikari, Frank D. Bean, Lawrence F. Ashmun, and Elizabeth Nance.

Cooper, Timothy T. (1980). Educating the Foreign and Illegal Alien Student. There are three major classifications of foreign students in the United States. "I-20" students are those who are in the country only to attend school. These students must attend an approved educational institution full-time or face deportation. Aliens who are permanent residents or who are visiting but meet residence requirements are generally entitled to free public education. The third category of foreign students is composed of illegal aliens. There is currently some question as to whether these students meet residency requirements and are entitled to tuition-free education. This question has been addressed in several Texas cases recently, with decisions going both ways. An important factor involved in these cases is whether illegal or undocumented aliens are entitled to equal protection under the Fourteenth Amendment, an issue not yet resolved by the courts. Descriptors: Court Litigation, Equal Education, Equal Protection, Foreign Nationals

Endo, Russell (1982). Bibliographic Resources on Pacific/Asian Americans, P/AAMHRC Research Review. Bibliography on Pacific and Asian Americans covers their sociocultural and historical background, experiences in the United States, educational needs, and related concerns. Categorizes materials by: (1) Pacific/Asian American group in general; (2) specific ethnic groups; (3) special topics; and (4) general sources on racial/ethnic groups.   [More]  Descriptors: Acculturation, Adjustment (to Environment), Annotated Bibliographies, Asian Americans

Nance, Elizabeth (1976). Great Issues in American History: A Compilation of Primary Sources Related to Issues That Have Occupied the Attention of the American People from Colonial Days to the Present. Oregon ASCD Curriculum Bulletin, Vol. 30, No. 333. This publication is a compilation of primary source materials related to issues that have occupied the attention of the American people from colonial days to the present. It is intended for use at the secondary level. A prologue contains creation stories and poems on the origins of the world and man. Documentation of the primary sources is provided. Five chapters treat specific time periods in U.S. history. The time periods covered include the European Colonization of North America, 1492-1700; Founding the New Nation, 1770-1800; Establishing the New Nation, 1800-1865; Reconstruction, Industrialism, and Imperialism, 1865-1912; and International Involvement, Social Change, and Liberation, 1912-1976. Each chapter presents a brief introduction, identifies five or six issues, and concludes with a bibliography of the sources of the primary materials. A general reading list concludes the publication.   [More]  Descriptors: Bibliographies, Civil Rights, Civil War (United States), Colonial History (United States)

Simpson, Robert J. (1980). Education and Aliens, Journal of Teacher Education. Illegal aliens are guaranteed an education at public expense by the Constitution. Descriptors: Citizenship Responsibility, Civil Rights, Court Litigation, Educational Discrimination

Briggs, Vernon M., Jr. (1990). Comments on "The Findings and Policy Implications of the GAO Report and the Urban Institute Hiring Audit" by Michael Fix, International Migration Review. Responds to the article by Fix and Bean in this issue on the General Accounting Office (GAO) report on discrimination related to provisions of the Immigration Reform and Control Act (IRCA). Questions interpretation of the GAO report and an Urban Institute-sponsored study. Endorses IRCA and recommends stronger employer sanctions. Descriptors: Civil Rights, Eligibility, Employment Practices, Equal Opportunities (Jobs)

Miyamoto, S. Frank (1973). The Forced Evacuation of the Japanese Minority During World War II, Journal of Social Issues. Attempts to explain in extremely abbreviated form what caused the evacuation and how the Japanese minority reacted to their exclusion and rejection, focusing on three general causes: collective dispositions, situational factors, and collective interaction.   [More]  Descriptors: Civil Rights, Federal Government, Government Role, Immigrants

Lewelling, Vickie W. (1997). Official English and English Plus: An Update. ERIC Digest. This digest provides an overview of the opposing sides in the Official English debate–Official English and English Plus. Proponents of Official English seek to make English the official language of the United States through passage of a constitutional amendment. The movement is spearheaded by two groups, U.S. English and English First. Official English supporters are concerned that bilingual ballots are contradictory to citizenship laws and make non-English speakers prey to bloc voting. They believe that bilingual education advocates preservation of native language and cultures at the expense of learning English. Although the Senate convened hearings on official English in 1984, and the House did in 1988, an English language amendment has never come to a congressional vote. In 1991, proponents took a different approach and launched a statutory form of official English. This Language of Government bill has appeared in several versions, and one of these bills passed the House but not the Senate in 1996. A similar bill is pending in the 105th Congress. English Plus supporters see cultural diversity as a national strength, support bilingual ballots, and cite evidence that successful bilingual education programs result in faster acquisition of English. English Plus legislation in the form of non-binding/policy statement has been introduced in opposition to English only legislation, and several states have adopted English Plus resolutions. A 13-item bibliography is provided.   [More]  Descriptors: Bilingual Education, Civil Rights, Cultural Pluralism, English

Fix, Michael; Bean, Frank D. (1990). The Findings and Policy Implications of the GAO Report and the Urban Institute Hiring Audit, International Migration Review. Reviews the two major elements (an employer survey and a hiring audit) of the General Accounting Office (GAO) study of discrimination related to implementation of the Immigration Reform and Control Act (IRCA). Notes some of the criticisms lodged against each element, and discusses policy implications of the report. Descriptors: Civil Rights, Eligibility, Employment Practices, Equal Opportunities (Jobs)

Takaki, Ronald (1982). The Myth of Ethnicity: Scholarship of the Anti-Affirmative Action Backlash, Journal of Ethnic Studies. Rebuts the view of history in Nathan Glazer's "Affirmative Discrimination: Ethnic Inequality and Public Policy," a work which is said to spearhead anti-affirmative action scholarship. Asserts that publicly supported universities may find their legitimacy questioned unless they integrate student bodies and help ensure greater employment opportunities for racial minorities.   [More]  Descriptors: Affirmative Action, Citizenship, Civil Rights, College Admission

Kamasaki, Charles; Briceno, Rose (1986). Issue Update: An Overview of the Immigration Reform Act. An overview of the Immigration Reform and Control Act of 1986 summarizes legislative developments prior to passage of the bill, describes major elements of the legislation, discusses the activities of the National Council of La Raza in monitoring implementation of the law, and emphasizes the necessary role of the network of Hispanic community-based organizations. The report provides a legislative history from September 19, 1985 to final passage of the bill. A description of the bill summarizes employer sanctions, anti-discrimination provisions, legalization, H-2 and special seasonal agricultural workers, and the Systematic Alien Verification for Entitlements (SAVE) Program. A list of four objectives of the Hispanic community in implementing the immigration bill includes: minimizing discrimination, maximizing participation in the legalization program, preventing abuse/exploitation of native and foreign agricultural workers, and eliminating wrongful denial of benefits to eligible persons. A summary of National Council of La Raza activities includes preparation of press statements, convening task forces to work closely with federal agencies to draft regulations to implement provisions of the new law, coordinating information dissemination to the public, and identifying problem areas requiring remedial legislation or Congressional oversight. Suggestions for types of information needed from local groups are included. House and Senate voting records are attached. Descriptors: Agency Role, Agricultural Laborers, Civil Rights, Community Information Services

Harwood, Edwin (1983). Can Immigration Laws Be Enforced?, Public Interest. Current immigration law contains loopholes that make it difficult to restrict illegal immigration. Needed are enforcement strategies that maximize benefits from limited resources and are politically acceptable to American citizens. Such strategies might include increasing cost of entry, and focusing post entry operations on aliens involved in crime and fraud. Descriptors: Civil Rights, Court Litigation, Federal Legislation, Federal Regulation

British Information Service, New York, NY. Reference Div. (1977). Race Relations in Britain. This pamphlet outlines activities that the British government has undertaken to provide equality of opportunity to ethnic minorities. Background information is provided through an overview of immigration trends which describes racial and regional distributions of minority groups. Legislation concerning race relations and discrimination is summarized. Descriptions of the Race Relations Act of 1976, the Commission for Racial Equality, the Incitement to Racial Hatred Act, the Race Relations Board and the Community Relations Commission, Community Relations Councils, and early racial legislation are provided. Social policies enacted for the benefit of racial and ethnic minorities are outlined. The policy areas include housing, health, education, employment, media, and police relations. Immigration statistics and listings of departments and organizations concerned with immigration and race are appended. Descriptors: Civil Rights, Civil Rights Legislation, Equal Education, Equal Facilities

Dharmadhikari, Sarita (1989). The Official English Movement in New York and in the Nation. "English Only" and "Official English" are two terms that are used to describe the movement to declare English the official language of the United States. Sixteen states have laws declaring English their official language; 14 of these laws have been passed since 1981. This report decribes the effect of the movement in New York State (which does not have such laws) and nationally. The report includes an executive summary and six sections. Section 1, "A History of the Official English Movement," describes the evolution of "U.S. English" and other organizations to promote official language initiatives. Section 2, "State Summary," provides chronological and legislative data on states' Official English laws. Section 3, "New York State," records the opposition of Governor Mario Cuomo and New York City Mayor Edward Koch to Official English, and describes county and state attempts to legislate the language restriction. Section 4, "Federal Activity," examines six Official English bills introduced in the U.S. House and Senate. Section 5, "English Plus," describes the counterposition to English Only and Official English, proposed federal legislation on its behalf, and adopted state and local policies supporting it; national groups working for English Plus are also listed. Section 6, "The Official English Principle in Practice," cites examples of literal and illegal interpretations of English Only laws, indicating the need for additional legal and legislative explication. Descriptors: Bilingualism, Civil Rights, Cultural Pluralism, English (Second Language)

Ashmun, Lawrence F. (1983). Resettlement of Indochinese Refugees in the United States: A Selective and Annotated Bibliography. Monograph Series on Southeast Asia, Occasional Paper No. 10, 1983. An annotated bibliography of 1037 items on a broad range of demographic, cultural, social, and policy issues related to Indochinese refugee resettlement in the United States includes a variety of printed materials from April 1975 to the end of 1981. The bibliography includes journal and periodical articles, scholarly papers, research reports, books, and government publications; it excludes newspaper articles, commercial dictionaries and textbooks, and articles for which no personal author was ascertainable. Items are also indexed according to source (Dissertation Abstracts International, ERIC, and Refugee Materials Center), subject, and geography. Descriptors: Acculturation, Adjustment (to Environment), Annotated Bibliographies, Area Studies

Kamasaki, Charles (1987). Testimony on Implementation of the Immigration Reform and Control Act of 1986 (Public Law 99-603). Presented before the Subcommitee on Immigration and Refugee Policy, Committee on the Judiciary, United States Senate. Hispanics–affected more than any other ethnic group by immigration laws–have a profound interest in the implementation of the Immigration Reform and Control Act of 1986. The National Council of La Raza holds the following views: (1) the proposed regulations implementing the Act are unacceptable; (2) the capacity and resources necessary for effective implementation are insufficient; and (3) the lack of public education efforts is aggravating widespread confusion and misunderstanding of the law. Without major changes in the regulations, it is clear that many eligible persons will be deterred from applying; many others will apply only to have their applications denied–not because they fail to meet the statutory critera, but because of unduly restrictive regulations. The National Council of La Raza urges that the Immigration and Naturalization Service (INS) remove the unnecessarily restrictive and burdensome aspects of the proposed regulations, negotiate in good faith with potential "Qualified Designated Entities," expand the scope of the proposed public information campaign, and immediately cease the dissemination of misleading or inaccurate information. In order for legalization to succeed, the INS must determine that legalization is in the public interest and that maximum participation of the eligible population is essential. Descriptors: Access to Information, Civil Rights, Compliance (Legal), Disqualification

Bibliography: Immigrant Rights (page 52 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Nancy E. Walker, Ann Bodine, Vernon M. Briggs, Amitai Etzioni, London (England). Minority Rights Group, Gudmund Hernes, Rachel Warner, Marion Chen, Benjamin Gim, and Debra Dresbach.

Sanchez, Heliodoro T., Jr.; Sanchez, Mary Ann (2008). The Politics of Illegal Immigration, Bilingual Education, and the Commodity of the Post-Technological Society, Educational Forum. With the increasing number of undocumented workers entering the United States and the costs associated with educating their children, bilingual education may soon become the target of opponents of illegal immigration. Furthermore, recent leftist shifts in Latin American governments have provided an impetus for an educated biliterate population that can build bridges with these countries. This will promote safety for all who live within the Americas, protecting them from acts of aggression and terrorism while promoting commerce and shared progress.   [More]  Descriptors: Bilingual Education, Immigration, Undocumented Immigrants, Bilingualism

Briggs, Vernon M., Jr. (1990). Employer Sanctions and the Question of Discrimination: The GAO Study in Perspective, International Migration Review. Examines the study by the U.S. General Accounting Office (GAO) on the implementation of the employer sanctions requirement of the Immigration Reform and Control Act of 1986 (IRCA). Discusses citizenship discrimination and other possible discriminatory influences. Applauds the study's contribution while urging attention to omitted issues such as proimmigration discrimination. Descriptors: Civil Rights, Eligibility, Employment Practices, Equal Opportunities (Jobs)

Bodine, Ann (2003). School Uniforms and Discourses on Childhood, Childhood: A Global Journal of Child Research. This ethnographic study examined the introduction of school uniforms in the public schools of one California city. Findings indicated that the uniform issue intersected with issues such as student safety and violence, family stress, egalitarianism, competitive dressing, and a power struggle over shaping the childhood environment. It was concluded that the uniform discussion could be put to better use to explore larger issues raised by students, parents, and teachers. Descriptors: Discourse Analysis, Educational Environment, Elementary Education, Elementary School Students

Russell, William Benedict, III, Ed. (2010). International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1, International Society for the Social Studies. The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]   [More]  Descriptors: Social Studies, Proverbs, Social Justice, Global Approach

Etzioni, Amitai (2002). Diversity within Unity: A Communitarian Approach to Immigration Policy, Migration World Magazine. Discusses the importance of promoting diversity within unity, which presumes that all members of society respect and adhere to basic values and institutions that are part of a shared framework, while allowing groups to maintain distinct subcultures and loyalty to country of origin. Examines the law, state and religion, education, citizenship, language, symbols, national history, holidays, and rituals. Descriptors: Acculturation, Civil Rights, Cultural Differences, Cultural Pluralism

Dresbach, Debra (1979). Civil Law: 12 Activities. These learning activities on civil law are intended to supplement the secondary level Scholastic materials "Living Law." Case studies, simulations, and role-play activities are included. Information provided for each activity includes a brief overview, background information, teacher instructions and a description of each activity. Activities include: Lawyer's Fees–What's Reasonable?; Consumer Fraud; Consumer Goods and Services: What About Quality?; Consumer Prices: What Does It Cost?; The Civil Lawsuit; Small Claims Court; Landlord-Tenant Problems; Fair Housing; Sex Discrimination; Sex Discrimination and the Courts; Immigration Law; and The Problem of Illegal Aliens.   [More]  Descriptors: Case Studies, Consumer Education, Consumer Protection, Housing

Warner, Rachel (1992). Bangladesh Is My Motherland. A Case Study of Bengali and English Language Development and Use among a Group of Bengali Pupils in Britain. A study of 23 secondary school students in year 11 at a British comprehensive school investigated students' feelings about English and Bengali, their native language, their language learning history, how they had developed English language skills in a predominantly Bengali-speaking community, how they had maintained and developed their Bengali, and to what extent a switch to English was occurring. The school's and teachers' responses to their bilingualism in such a homogeneous cultural situation, and student's perceptions of these responses, were also explored. Research was carried out through classroom observation and interviews with 11 of the subjects. Results are reported in the form of excerpts from interviews, with accompanying narrative and conclusions. Implications for teacher education, classroom instruction, school language policy, and guidance are summarized. Appended materials include characteristics of four English language-learning stages, the transcript of a conversation with four students, and samples of student writing in English lessons. Descriptors: Bengali, Bilingualism, Case Studies, Classroom Observation Techniques

Minority Rights Group, London (England). (1998). Forging New Identities: Young Refugees and Minority Students Tell Their Stories. Views from London and Amsterdam. This document is a collection of writings by refugee and minority children from the George Orwell School in London (England) and the Montessori College in Oost, Amsterdam (the Netherlands). About one-third of the students at the George Orwell School, were refugees. These students were aged 11 to 16 years old. About 30 to 40% of the students at the Montessori College were refugees. These students were 12 to 19 years old. All of the students who contributed these narratives were in the process of learning a new language and beginning life in a new country, coping with a new culture and with racism, and having left family and friends behind. Their narratives are divided into: (1) "The Country Where I Used To Live"; (2) "Family and Friends"; (3) "Life in a New Country"; (4) "School"; (5) "Aspects of Identity: Culture, Language, and Religion"; and (6) "The Future." Notes for teachers are included, with some activities for discussions and student worksheets. It is noted that the publication will assist British curriculum Key State 3 and 4 teachers in the delivery of the general requirements for English and can be used to meet General National Vocational Qualification requirements. A map of contributors' countries and regions of origin is included. Descriptors: Acculturation, Adjustment (to Environment), Foreign Countries, High School Students

Cortes, Carlos E. (1980). The Chicanos–A Frontier People. (Los Chicanos–Un Pueblo de Frontera.), AGENDA. The article traces Chicano History from its earliest beginnings up to the present and discusses the struggle of Hispanics to retain their Spanish heritage and at the same time secure their rightful place in American society.   [More]  Descriptors: American History, Civil Rights, Cultural Background, Culture Conflict

Oliveira, Annette (1978). M.A.L.D.E.F.–Watchdog on Alien Issue, La Luz. Concerned that the undocumented alien questions should not be pushed aside, MALDEF focused its efforts on presenting Mexican American immigration concerns both in individual meetings with Carter's "domestic issues man" and with other administration officials. MALDEF also facilitated Administration meetings on immigration with other Chicano groups.   [More]  Descriptors: Agency Role, Civil Rights, Immigrants, Legal Aid

Chen, Marion; And Others (1989). Empowerment in New York Chinatown: Our Work as Student Interns, Amerasia Journal. College students who worked as interns for the Chinese Progressive Association in New York City in 1988 describe their experiences. They helped the organization with their energy, knowledge of computers, and bilingual skills. However, they were dismayed to see the political disenfranchisement and the gerrymandering which occurs in the Chinatown community. Descriptors: Activism, Chinese Americans, College Students, Empowerment

Gim, Benjamin (1978). Aliens and Crime, La Luz. Aliens involved in criminal offenses may first be denied admission to this country, and for those already here, they may be deported on conviction for prescribed criminal violations. The article presents some of the provisions for aliens involved in criminal offenses.   [More]  Descriptors: Civil Rights, Court Litigation, Crime, Criminal Law

Villarruel, Francisco A.; Walker, Nancy E. (2002). "Donde esta la justicia?" A Call to Action on Behalf of Latino and Latina Youth in the U.S. Justice System. Building Blocks for Youth. This report documents the disparate and unfair treatment of Latino/a youth in the U.S. justice system, describing barriers to collection of comprehensive information and potential means for overcoming these barriers. Data came from surveys of juvenile justice system directors in several states and the District of Columbia. The report describes how states fail to appropriately address issues related to bilingualism, ethnicity/race, cultural competence, and immigration status when working with Latino communities. It notes that Latino/a youth are significantly overrepresented in the justice system and receive harsher treatment, and it outlines how Latino/a youth specifically are disadvantaged by certain juvenile justice system procedures. Next, it offers examples of counties whose efforts to eliminate racial bias in system decision making and improvements in data gathering and recording systems, policies, and procedures have been effective in reducing the number of Latino youth in the system and improving the experiences of youth involved with the system. Finally, it presents strategies for Latino communities, parents, youth, law enforcement, the justice system, advocates/grassroots organizers, public officials, policymakers, and researchers. (Contains 98 references, 13 tables, and 6 figures.)   [More]  Descriptors: Adolescents, Bilingualism, Children, Childrens Rights

Hernes, Gudmund (2004). Planning for Diversity: Education in Multi-Ethnic and Multicultural Societies. International Institute for Educational Planning Policy Forum (17th, Paris, France, June 19-20, 2003), International Institute for Educational Planning (IIEP) UNESCO. In June 2003, the International Institute for Educational Planning (IIEP) organized its annual Policy Forum to discuss the impact of increasingly multi-ethnic and multicultural societies on education in general and the implications for educational planning in particular. The proceedings of this Policy Forum are presented in this volume. Part I, Presentation and Discussion: Opening Statements, contains the following chapters: (1) The Changing Map: From Nation States to Multi-Ethnic and Multicultural Societies (Christine Inglis); and (2) For Better or Worse: The Impact of Education on Societies Facing Diversity (C. J. Daswani). Part II, Panel–Organizational Strategies for Coping with Diversity: Three "Ideal" Types, contains the following chapters: (1) The Multicultural Model: The Case of Canada (Charles S. Ungerleider); (2) The Multicultural Model: The Case of Mexico (Sylvia Schmelkes); (3) The Integration Model: The Case of France (Jean-Pierre Obin); and (4) The Parallel Model: The Case of Cameroon (Maurice Tchuente). Part III, Changing Contexts–Emerging Challenges to Educational Planning, contains the following chapters: (1) The View from Above (Filling the Screen): The (Dual) Impact of Global Media (Wadi D. Haddad); and (2) The View from Below (Setting the Tone): Migrants with Mindsets (Audrey Osler). Part IV, Where Can Planners Make a Difference?, contains the following chapters: (1) Payload and Accessories: The Content of Education (Cecilia Braslavsky); (2) Split Tongues or Lingua Franca: Language, Identity and Achievement (Mamadou Ndoye); (3) The Training of Teachers for Cultural Diversity and Social Justice (Anne Hickling-Hudson); and (4) Maps and Blueprints: The Social Organization of Schools (Henry M. Levin and Clive R. Belfield). Part V, Conclusions: Learning to Plan Together, contains the following chapters: (1) Diversity and the Politics of Knowledge (Hans N. Weiler); (2) Panel Intervention (Jacques Hallak); (3) Learning to Plan Together: From Diversityto Unity in the South African Context (Teboho Moja); and (4) Panel Intervention (Faiza Kefi). The following are appended: (1) Programme; and (2) List of Participants. (Contains 10 tables, 3 charts, and 46 footnotes. Individual chapters contain references.) [This booklet was produced in collaboration with Michaela Martin and Estelle Zadra.]   [More]  Descriptors: Educational Planning, Coping, Cultural Pluralism, Educational Change

Croddy, Marshall; And Others (1995). The Immigration Debate: Public Policy, Proposition 187, and the Law. This resource packet contains three lessons on issues relating to recent debates over illegal immigration. Each lesson is designed to provide the teacher with a background reading, a directed discussion strategy, and one or more interactive classroom activities to address the topic presented. The first lesson, "Coming to America–Undocumented Workers," features a simulation of a presidential commission that considers various policy options on the problem of undocumented workers. The second lesson, "Civic Options on Proposition 187," contains a case study of the purpose, provisions, pro and con arguments, and the potential impact of the California state initiative passed by voters in November 1994. The third lesson, "Education and the 14th Amendment," contains a case study of the U.S. Supreme Court case of Plyler v. Doe (1982), which will be crucial in determining the constitutionality of Proposition 187 and similar measures that may be proposed. Each lesson contains a reading for teachers to duplicate and distribute to students.   [More]  Descriptors: Civics, Government Role, Instructional Materials, Law Enforcement