Bibliography: Immigrant Rights (page 05 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 John Baugh, Joanna Black, Lindsay Perez Huber, Roberto G. Gonzales, Susan Baker, Bernt Bratsberg, Orest Cap, Shibao Guo, Oddbjorn Raaum, and Pia Lindquist Wong.

National Network for Immigrant and Refugee Rights, Oakland, CA. (2000). Hands That Shape the World: Report on the Conditions of Immigrant Women in the U.S. Five Years after the Beijing Conference. This report details the challenges that immigrant women in the United States have faced since the 1995 United Nations World Conference on Women in Beijing, China. It presents a compilation of research and synthesis by immigrants' rights activists and organizations. Data come from immigrant women's testimony. The following topics are featured: "U.S. Immigration Policies Undermine Women's Rights"; "Border Patrol Abuse of Female Migrants"; "Immigration Enforcement's Impact on Women"; "Gender and Asylum"; "Women in Detention"; "Immigrant Women and Welfare Reform"; "Immigrant Women's Health"; "Employment Conditions of Immigrant Women"; "Trafficking in Women"; "Immigrant Women and Domestic Violence"; "Lesbian Immigrant Women"; and "Immigrant Girls and Youth." The report finds that not only has the United States failed to protect the rights of immigrant women, but legislation and immigration policies have negatively impacted their well-being, health, employment, and family life. Recommendations are provided as a starting point for governmental and nongovernmental bodies to address the issues and conditions of immigrant women (e.g., repeal employer sanctions, legalize their work, end human rights violations, and protect family unity). An appendix describes the Beijing World Conference on Women and Platform for Action and the U.S. commitments to the Platform for Action. Descriptors: Adolescents, Children, Civil Liberties, Equal Opportunities (Jobs)

Black, Joanna; Cap, Orest (2014). Promising Practices in Higher Education: Art Education and Human Rights Using Information, Communication Technologies (ICT), Journal of Inquiry and Action in Education. Promising pedagogical practices is described in relation to incorporating ICT (Information, Communication and Technologies) with the study of Human Rights issues in Visual Arts Education for teacher candidates. As part of a course, "Senior Years Art," students at the Faculty of Education, University of Manitoba during 2013-2014 experienced a class project entitled, "digiART and Human Rights: A New Media, Arts Integrated Project." For this course the authors drew upon a pilot course held earlier in 2011 as a Faculty of Education Summer Graduate Institute in which significant curricula using new media was connected to the theories outlined in the Human Rights Education Paradigm by Tibbitts (2002) specifically related to the (1) values/awareness model (2) accountability model and (3) transformational model. The authors found that models 1 and 3 relate to pedagogical approaches regarding ICT in visual arts education. In this article the writers will describe one outstanding student's process learning about ICT in relation to examining the Canadian immigrant experience. The pedagogical approach used has the promise for wider relevance across subject areas.   [More]  Descriptors: Educational Practices, Higher Education, Art Education, Civil Rights

Baugh, John (2015). Use and Misuse of Speech Diagnostics for African American Students, International Multilingual Research Journal. Many African American students have been tested using speech pathology diagnostics that are ill suited to their distinctive linguistic circumstances. Slave descendants of African origin share a unique linguistic heritage in contrast and comparison to every other immigrant group residing within America. In an effort to overcome the legacy of educational bias born of inappropriate speech diagnostics for Black students, this article begins with observations about racial discrimination that reinforced educational disparities that were, at times inadvertently, exacerbated by remedial education programs that failed to improve educational outcomes for Black students. The remainder of the article describes the combination of educational and legal circumstances, owing their existence largely to the efforts of Geneva Smitherman, that gave rise to the controversy over Ebonics and ensuing demands for linguistic human rights in support of educational equality for all students regardless of race.   [More]  Descriptors: African American Students, Racial Discrimination, Diagnostic Tests, Speech Tests

Garcia, John A. (2012). Immigrants and Suffrage: Adding to the Discourse by Integrating State versus National Citizenship, Dual Domestic Residency, and Dual Citizenship, Harvard Journal of Hispanic Policy. This article builds upon the literature on immigrants and the vote by focusing on three legal and democratic principles: state versus national citizenship, dual domestic residency, and globalization/dual citizenship. It first delineates the discretion and powers that states can utilize to establish suffrage rights. The article next develops parallels between dual domestic residents and noncitizens in terms of standing, access, and electoral participation. It then examines dual citizenship, especially with Latin American nations, and discusses multiple identities and connections in both countries. Literature on globalism/transnationalism is integrated into that discussion. The article concludes by adding political considerations to the context of the United States and alien suffrage.   [More]  Descriptors: Immigrants, Democratic Values, Latin Americans, Citizenship

Guo, Shibao (2008). The Promotion of Minority Group Rights as the Protection of Individual Rights and Freedoms for Immigrants: A Canadian Case Study, Interchange: A Quarterly Review of Education. This study reports that SUCCESS was founded in Vancouver, British Columbia in 1973 as a result of the failure of government agencies and mainstream organizations to provide accessible social services for newly-arrived Chinese immigrants from Hong Kong. During its initial stage, the organization provided mainly basic settlement services. But SUCCESS has become a well-established multi-level service agency, providing a wide range of programs and services to both Chinese and non-Chinese. More importantly, it has created a home and a community to which immigrants feel they belong. It demonstrates that SUCCESS has played a significant role in promoting immigrant integration. Furthermore, it has built a bridge between the immigrant community and Canadian society at large. In addition, the study challenges the view of liberal universalism and provides an alternative model to interpret minority group rights, citizenship, and democracy.   [More]  Descriptors: Asians, Immigrants, Minority Groups, Civil Rights

Wong, Pia Lindquist; Murai, Harold; Berta-Avila, Margarita; William-White, Lisa; Baker, Susan; Arellano, Adele; Echandia, Adriana (2007). The M/M Center: Meeting the Demand for Multicultural, Multilingual Teacher Preparation, Teacher Education Quarterly. The Multilingual/Multicultural Teacher Preparation Center (M/M Center), a teacher preparation program offered by the Bilingual/Multicultural Education Department (BMED) at California State University, Sacramento, is entering its third decade of operation. The M/M Center was established by a group of progressive teacher educators, most with a history of activism and advocacy around democratic education, immigrant rights, and the elimination of racism and other forms of discrimination in local schools and our own university. The Center founders developed a comprehensive program to prepare teachers to be change agents actively working towards social justice in low-income and culturally and linguistically diverse classrooms, schools, and communities. Race-conscious and language-conscious policy-making and program development characterize the program's history and current operations. Multicultural content and the application of theory into practice through extensive field experiences in schools serving low-income and culturally and linguistically diverse students anchor the program's design. Focus on these issues combined with active and strategic recruiting and support make the M/M Center an attractive option for students of color and bilingual students who typically select the teaching profession as the avenue through which they will work towards social justice for the children in their communities. By sharing details and analysis of the M/M Center, the authors hope to engage other social justice educators in critical reflection on effective practices in multicultural/multilingual teacher recruitment to and retention in teacher preparation programs. This article is organized as follows: (a) the theoretical framework that orients the authors' efforts to recruit and retain students of color and bilingual students; (b) history of the M/M Center; (c) highlights from their multiple and single subject programs; and (d) reflections on the M/M Center's accomplishments. It describes the M/M Center based on the experiences and perspectives of the authors–one of whom was a co-founding member of the M/M Center and of BMED, and others who have been active in recent transformations of the Center and Department. Where appropriate, they accentuate their description with data from a limited set of sources including graduate exit surveys, student work, student interviews, and anecdotal stories and accounts.   [More]   [More]  Descriptors: Schools of Education, Teaching (Occupation), Multicultural Education, Multilingualism

Daun, Holger (2008). Islam, Christianity and Secularism in European Education, Policy Futures in Education. At a very general ("civilisational") level, compulsory and upper secondary education in Europe is based in the Christian tradition and does not easily tolerate other types of education. Europe is the only continent that has been able to combine modernisation and secularisation, and this has continuously favoured religious schools of the Christian type but disfavoured Muslim initiatives. Also, during the past decade all the education systems have been required to produce competitiveness and social cohesion. The first requirement has made education more focused on intellectual, technical and cognitive features and less on values and morals. The second requirement derives from the cleavages resulting from the drive for competitiveness as well as flows of immigrants and minority demands for their rights. However, none of the pressures, drives and requirements has resulted in any deep-going change in the multicultural direction of European education.   [More]  Descriptors: Foreign Countries, Secondary Education, Christianity, Religious Education

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

Gonzales, Roberto G. (2015). Imagined Futures: Thoughts on the State of Policy and Research Concerning Undocumented Immigrant Youth and Young Adults, Harvard Educational Review. The situation of undocumented immigrant youth is one of the most important issues today. Since the introduction of the federal Development, Relief, and Education for Alien Minors (DREAM) Act in 2001, their circumstances have captured the attention of the American public as well as the academic community. Fourteen years have passed without any legislative change. But while Congress has yet to find a solution to this vexing problem, the landscape of access for undocumented immigrant youth has changed dramatically, even within the last three years. Most notably, the Deferred Action for Childhood Arrivals (DACA) program has helped a large segment of undocumented immigrant young people take important steps toward civic membership. In addition, several states have passed tuition equity bills providing some monetary relief for undocumented students at state universities. Many private universities have also taken great strides in making higher education more affordable for undocumented students, and several national scholarships for this population have been launched. Furthermore, organizations around the country have assisted undocumented students by providing useful information and resources. Much of this change can be attributed to the tireless efforts of those most affected by current laws and practices as well as to their allies within schools and communities across the country. By the same token, change has also been slow and uneven across geographies. Bans to higher education still exist, and the majority of states do not have a tuition assistance policy. The articles in this special issue are a testament to the diversity and wide interdisciplinary interests–across units of analysis, settings, and geographies–and to the potential for this area of study to develop into a vital, interdisciplinary subfield. Given that the legal landscape has changed for undocumented young people–with some enjoying a wider array of rights and others being pushed further out on the margins–it is clear that the scholarship in this area is at an important crossroads. This afterword examines a number of unanswered questions that will need to be addressed on this topic going forward.   [More]  Descriptors: Undocumented Immigrants, Public Policy, Tuition, Federal Legislation

Patel, Leigh (2015). Deservingness: Challenging Coloniality in Education and Migration Scholarship, Association of Mexican American Educators Journal. Rhetoric, policy, and debate about immigration and immigrants are saturated with the trope of deservingness. In nation/states built on stratification, deservingness acts as a discourse of racialization, narrating across racially minoritized groups to re-instantiate the benefits for the racially majoritized. In this theoretical essay, I draw from legal case law and educational research and policy to explore the trope of deservingness as a form of racialized legitimacy. I suggest that the ubiquity of deservingness demands a decolonial reckoning with the specifics of how it is deployed relative to differently racialized peoples in a settler society, how they are racially minoritized and majoritized, and fundamentally, how that creates connected yet distinct social locations, rights, and relationships to self, others, the state, and land. Looking within and across how deservingness is leveraged against groups enables deeper comprehension not just of deservingness but of the larger settler structure.   [More]  Descriptors: Immigration, Immigrants, Court Litigation, Educational Research

Greco, Michael D., Ed. (2010). CURA Reporter. Volume 40, Numbers 1-2, Spring/Summer 2010, Center for Urban and Regional Affairs, University of Minnesota. The "CURA Reporter" is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes.   [More]  Descriptors: Civil Rights, American Indians, School Community Relationship, Corporations

Huber, Lindsay Perez (2010). Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. Born Chicana College Students on Discourses of Racist Nativism in Education, ProQuest LLC. Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and immigration status and has led to the development of racist nativism, a conceptual tool used to examine the intersectionalities that emerge in the experiences of undocumented communities. It is at the intersections of race, immigration status, gender and class that discourses of racist nativism exist, guiding dominant perceptions, understandings and knowledge about undocumented immigrants in the U.S. This study explores how these discourses emerge in the educational trajectories of Chicana students. This study also explores the similarities and differences in the experiences of the undocumented and U.S. born women, and the strategies the women use to navigate higher education despite the obstacles they encounter.   This study is positioned within a Chicana feminist epistemology which acknowledges Chicana ways of knowing shaped by personal, academic, and professional experiences, as well as the analytic processes we engage in our research. Positioned within this epistemological stance and guided by a LatCrit framework, the methodological approach of "testimonio" is used to conduct, collect and analyze forty "testimonio" interviews and two focus groups with ten undocumented and ten U.S. born Chicana undergraduate students attending a public, four-year research university in California.   The analysis revealed that discourses of racist nativism become lived through discursive practices of difference the women experienced throughout their educational careers. These practices included English dominance, exclusion, and negative perceptions of the women that led to real and serious consequences. The consequences of discursive practices of difference, guided by larger racist nativist discourses were also explored. These consequences manifested as institutional, personal and interpersonal consequences which caused constraints on educational access and opportunity, hindered the women's physical and psychological well-being, and caused conflict between the women and their peers. Finally, through a community cultural wealth lens, this study explored the ways the women drew from multiple skills, abilities, resources, and knowledge that existed within their families and communities to survive, navigate, thrive, and resist in higher education. I also explore an additional form of capital which emerged from the analysis, spiritual capital.   I conclude this dissertation with theoretical and methodological contributions to the field, as well as contributions for educational policy and practice and immigration advocacy. Theoretical contributions include further developing the conceptual framework of racist nativism by using empirical data to examine the ways racist nativism emerges in lived experiences of Chicana students. Methodological contributions discussed include the use of testimonio as LatCrit methodology in educational research. Contributions to educational policy and practice provide recommendations for educators and institutional agents on how we can begin to disrupt racist nativist discourses in school and college classrooms. Contributions to immigration advocacy provide steps we can take in continuing the struggle for the rights of undocumented immigrant students, families and communities which include supporting the federal DREAM Act and a call to reframe the immigration debate towards a human rights frame–one that reclaims the humanity of undocumented immigrants and recognizes all people have the inherent right to be treated with dignity and respect, have their strengths be recognized and contributions to society acknowledged.   [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: Undergraduate Students, Higher Education, Research Universities, Educational Research

Brinch, Christian N.; Bratsberg, Bernt; Raaum, Oddbjorn (2012). The Effects of an Upper Secondary Education Reform on the Attainment of Immigrant Youth, Education Economics. The national Norwegian school reform of 1994, which gave students statutory rights to at least 3 years of upper secondary education, had a significant impact on educational attainment among immigrant youth. In particular, we find that the immigrant transition rate from compulsory schooling to completion of the first year of upper secondary education improved significantly from the pre- to the post-reform period. We present evidence suggesting that this improvement can be attributed to a reduction in school capacity constraints rather than to cohort heterogeneity. An important implication is that nontargeted educational reforms can have large effects on the educational attainment of disadvantaged groups in general and ethnic minority youth in particular.   [More]  Descriptors: Evidence, Immigrants, Educational Attainment, Disadvantaged

Honeyford, Michelle A. (2013). Critical Projects of Latino Cultural Citizenship: Literacy and Immigrant Activism, Pedagogies: An International Journal. The research presented in this paper argues for the consideration of cultural citizenship as a theoretical framework for pedagogies that situate the social locations of transcultural students as positions from which students are able to participate, learn and work for greater civic, social and cultural rights. Through a 5-year case study conducted in a middle school English as a New Language class, the paper explores the writing of Latino immigrant youths across three critical projects. The analyses of the students' curricular and reflective texts produced through the projects demonstrate how the students engaged in the work of cultural citizenship, suggesting that language and literacy can be productive pedagogical spaces for immigrant youths to draw on their identities to work towards full recognition and rights as members of their schools and communities. Within larger efforts for culturally responsive and appropriate education, the study contributes a theoretical and pedagogical framework from which to consider our work as educators and points to several promising practices for teaching from a stance of cultural citizenship.   [More]  Descriptors: Hispanic Americans, Citizenship, Cultural Influences, Immigrants

Martinez-Roldan, Carmen M.; Newcomer, Sarah (2011). "Reading between the Pictures": Immigrant Students' Interpretations of "The Arrival", Language Arts. In this article, the authors share findings from a study in which immigrant students responded to the wordless text "The Arrival" in small-group, bilingual literature discussions. The interpretive processes of two of the children with different ethnic backgrounds, levels of English proficiency, and styles of response are highlighted as exemplary and contrastive case studies. Additionally, the social nature of the students' interpretive work is illustrated by showing how the students drew upon their experiences of immigration, engaged in inquiry, and incorporated each others' strategies as they co-constructed their responses and their own version of "The Arrival." In a time when students' language and reading abilities are defined by test scores, the authors propose that the use of wordless books provide an alternative perspective. Children's ability to read between the pictures and make meaning of visual texts reflects a sophisticated interpretive activity that can offer teachers insight into what their immigrant students can do as readers. Access to high-quality wordless texts that address themes to which they can relate offers immigrant children, who are often also English language learners, the opportunity to enjoy the right to read and talk about books.   [More]  Descriptors: Second Language Learning, Reading Ability, Immigrants, English (Second Language)

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