Bibliography: Immigrant Rights (page 07 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 Laurie Olsen, Alene Russell, Emily R. Crawford, Sarah Hooker, Alejandro Portes, Misia Coghlan, Megan Kerr, Marcel Maussen, Soon-Won Kang, and Noorfarah Merali.

Olsen, Laurie (2009). The Role of Advocacy in Shaping Immigrant Education: A California Case Study, Teachers College Record. Background Context: Throughout United States history, immigrant education has been shaped and defined by political struggles over immigration, language rights, national security, and educational equity and access. Bilingual education has become the contemporary battleground for these struggles. In 1996, in California, a struggle ensued between supporters of bilingual education and the English Only movement, culminating in a public ballot initiative, Proposition 227, designed to end bilingual education. Purpose/Focus: This article explores the ways in which advocacy groups engage in efforts to protect immigrant students' access to, and inclusion in, schools, and how that engagement is shaped and seeks to impact on prevailing policies and ideologies. Design: This qualitative case study is based on historical records from the Proposition 227 campaigns, analysis of media coverage, and interviews, and was written as a reflective piece by a social scientist who was active in the campaigns. Conclusions and Recommendations: The battle over Proposition 227 was just one episode in a historically broader and deeper societal struggle between fundamentally different perspectives about the role of public schools in a diverse society. Although the explicit conflicts between English Only and bilingual education forces in California before, during, and after Proposition 227 were focused on English learner program design–the language to be used for instruction, materials, and credentialing–this was and is an ideological struggle. Advocates for bilingual education were unprepared for fighting this battle in the public arena of a ballot initiative. In the course of the Proposition 227 campaign, advocates drew lessons that informed a revised strategy: to shift the basic paradigm within which immigrant education is framed beyond the framework of civil rights and a compensatory program to redefine immigration schooling in an affirmative, additive 21st-century global vision. This has resulted in a renewed advocacy movement, illustrating the role that advocacy organizations play in adapting and reshaping the dialogues and policies over immigrant education.   [More]  Descriptors: Bilingual Education, Ideology, News Reporting, Immigration

Coghlan, Misia; De Coster, Isabelle; Minguez, Maria Luisa Garcia; Desurmont, Arnaud; Eng, Mette (2004). Integrating Immigrant Children into Schools in Europe. Survey, Eurydice. This survey, which focuses on the different modes of integration of immigrant pupils adopted in European education systems, is made up of six chapters. The first two of these give the general political and demographic context with respect to the situation in Europe. Rights to education for immigrant children and support measures in schools are described in detail in subsequent chapters. A number of links are established between the various measures and their objectives at the end of the publication. Chapter 1 begins with an overview of integration policies and cooperation as outlined in recent legislation and decisions reached at EU level, before going on to consider the important work undertaken in this field also by the Council of Europe. Chapter 2 examines demographic trends in Europe and is divided into two parts. The first discusses the general and widely differing trends in each country, using Eurostat data and demographic indicators on immigration, the proportion of immigrants in the population by nationality and age, and asylum seekers and refugees. The second focuses on immigrants at school, using indicators taken from the PISA 2000 (OECD) international survey. Chapter 3 discusses the right to education and support measures intended specifically for immigrant schoolchildren. Measures for the integration of immigrant schoolchildren are examined in Chapter 4. Chapter 5 describes a specific type of measure to ensure that immigrant pupils remain proficient in their mother tongue and aware of their own cultural heritage. Chapter 6 examines how curricula, legislation and other official sources promote an intercultural approach to school education, which is also an important dimension of initial teacher education and in-service teacher training. Appended are: (1) Reference documents on European Union policies and legislation relating to the education of immigrant children and official Council of Europe documents dealing with the education of immigrant children; and (2) Types of support for immigrant children; references for main legislative provisions currently in force for support measures for immigrant children; and training of staff responsible for implementing measures to support immigrant. A glossary is included. Individual chapters contain footnotes.   [More]  Descriptors: Immigrants, Students, Cultural Background, Foreign Countries

Maguth, Brad M.; Dustman, Josh; Kerr, Megan (2013). Reexamining the Statue of Liberty: Different Perspectives on History and the Promise of America, Social Studies and the Young Learner. The Statue of Liberty has traditionally served as a symbol of freedom and liberty for citizens in the United States and around the world. Lady Liberty was often the first symbol European immigrants saw as they arrived in New York Harbor. Many of them were escaping dire conditions back home and seeking a better future for themselves and their families. Immigrants often viewed the statue as a symbol of the freedom and liberty they hoped to find in the United States. History, however, reveals that realizing these ideals has been a struggle for many individuals and groups. This article describes a fourth grade social studies lesson that encouraged students to re-examine the Statue of Liberty and the claim that freedom and the pursuit of happiness were available to all Americans in the late 19th century.   [More]  Descriptors: United States History, Heritage Education, Freedom, Social Studies

Perumal, Juliet Christine (2013). Pedagogy of Refuge: Education in a Time of Dispossession, Race, Ethnicity and Education. Despite its chequered history in relation to human rights issues, South Africa has been playing host to peoples displaced and dispossessed by geographies of anger and war, poverty, economic meltdown and other human rights atrocities. Perceiving South Africa as a sanctuary, there has been a steady wave of immigrants, asylum seekers and refugees coming to the country in search of better personal and professional prospects. Qualified teachers have been among the sizeable cohort of professionals seeking a new home in South Africa. This article reports on qualitative research, which comprised a sample of seven refugee teachers. It provides pen portraits of their bio/geographical pre-flight, flight and settlement experiences as they emerged from individual interview data. The article draws on theoretical insights from postcolonial theory, deconstructionist conceptions of hospitality and critical feminist notions of communities of practice to explore the personal and professional experiences of these teachers who hold part-time employment at a private school. Some of the participants also hold temporary posts at public schools in Johannesburg. Proceeding from the contention that teachers frame their identities in relation to how they feel about themselves politically, professionally, and emotionally the article explores the dialectic of refugee teacher as a guest and a host in classrooms in a foreign country. It argues that notwithstanding the non-negotiable imperative that the rights of refugee children remain high on the national redress educational agenda; of equal importance is the necessity to be cognisant of refugee teachers who are teaching in the South African education system.   [More]  Descriptors: Foreign Countries, Civil Rights, Refugees, Immigrants

Crawford, Emily R. (2017). The Ethic of Community and Incorporating Undocumented Immigrant Concerns into Ethical School Leadership, Educational Administration Quarterly. Purpose: If Immigration and Customs Enforcement (ICE) takes place in a community near school property, maintaining a school environment conducive to learning can be difficult. This article examines (a) how a school leader and personnel perceived the impact that ICE activity in their community had on students and families and (b) whether school personnel incorporated community concerns in their response, and if they exhibited an "ethic of community." Research Methods/Approach: Data come from an embedded case study of 14 educators in a school that experienced ICE activity close to school grounds in 2008. Findings: The principal and other school personnel tried to minimize the impact that uncertainty over ICE's presence in the neighborhood could have on the school environment, and took steps to limit the short-term and long-term effects on the community. Personnel demonstrated that prioritizing relationships, dialogue, and collaboration with undocumented community members was central to their decision-making process. Implications for Research and Practice: School leaders and practitioners may not know their legal and/or ethical responsibilities toward undocumented students–or anticipate contexts related to the legal status of students' family members. This article highlights the need for schools and school districts to create policies and resources to protect undocumented students' educational rights and ensure that personnel receive training on those policies. Research can expand understanding of how personnel respond to the sensitive personal and legal contexts involving undocumented families.   [More]  Descriptors: Ethics, Undocumented Immigrants, Educational Environment, Law Enforcement

Dorner, Lisa M. (2015). From Global Jobs to Safe Spaces: The Diverse Discourses That Sell Multilingual Schooling in the USA, Current Issues in Language Planning. While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today struggle to develop language programs and explain the benefits of multilingualism. To examine these challenges at the local level, this study analyzed data from an 18-month ethnography documenting the development of an elementary (K-5) language immersion school in a predominantly monolingual city. Framed by neo-institutional theory, analyses focused on leaders' and parents' cultural scripts, or the discourses they employed during bottom-up planning processes. Findings demonstrate that the majority of leaders and diverse parents valued multilingualism as a right and resource for all students; however, parents' discourses also stressed the importance of language as a marker of identity, as well as the importance of having quality academics and safe, secure schooling. In other words, cultural scripts beyond those about multilingualism shaped the implementation of–and parents' choices for–language schools. Such results have implications for how school leaders establish, and sell, multilingual programming.   [More]  Descriptors: Multilingualism, Self Concept, Educational Benefits, Second Language Learning

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

Merali, Noorfarah (2008). Rights-Based Education for South Asian Sponsored Wives in International Arranged Marriages, Interchange: A Quarterly Review of Education. The Family Class Category of Canada's Immigration Policy exists with the key objective of family unification. Among Canada's second largest immigrant group, the South Asians, the cultural practice of arranged marriage is applied across international borders, leading to spousal sponsorship. Existing research on South Asian sponsored wives suggests that they tend to misunderstand their rights as sponsored persons, as well as the rights and limitations of their sponsors. Misunderstandings may lead women to passively respond to sponsor-imposed barriers to integration. This paper builds a case for educating South Asian women about their sponsorship rights to assist them in recognizing and responding to rights violations. The paper presents an educational framework that would respond to their unique needs and vulnerabilities.   [More]  Descriptors: Asians, Immigrants, Marriage, Spouses

Kirova, Anna; Emme, Michael (2007). Critical Issues in Conducting Research with Immigrant Children, Diaspora, Indigenous, and Minority Education. In this article, we explore critical issues in research with immigrant and refugee children. In particular, we examine the implications of various critiques of research methodologies, the ethical implications of researching children in the light of the United Nations (UN; 1989) "Convention on the Rights of the Child," and the new approach to childhood studies. We provide and analyze examples of creative research methods that we have developed and used in studies with immigrant children in terms of their varying levels of involving children in research. One is a game-playing approach used to study childhood loneliness; the other is a creative, arts-based methodology designed to overcome the limitations of language-based research when participants do not speak the same language as the researchers. Possibilities for involving immigrant children in researching their own experiences are considered through the development of visual narratives in the form of fotonovelas.   [More]  Descriptors: Childrens Rights, Parent Rights, Power Structure, Interpersonal Communication

Batalova, Jeanne; Hooker, Sarah; Capps, Randy (2014). DACA at the Two-Year Mark: A National and State Profile of Youth Eligible and Applying for Deferred Action, Migration Policy Institute. Since the Obama administration launched the Deferred Action for Childhood Arrivals (DACA) program in 2012, which offers temporary relief from deportation and the right to apply for work authorization for certain unauthorized immigrants who came to the United States as children, 55 percent of the 1.2 million youth who immediately met the program's criteria have applied, according to Migration Policy Institute (MPI) estimates. As the first two-year eligibility period draws to a close, early DACA beneficiaries have begun to apply for renewal, with nearly 25,000 renewal applications submitted as of July 20, 2014. This report provides the most up-to-date estimates available for the size, countries of origin, educational attainment, employment, English proficiency, age, gender, and poverty rates for the DACA population nationally and for key states, based on an analysis of U.S. Census data. The report also offers DACA application rates nationally and in key states, as well as for particular national-origin groups. The report is accompanied by a new data tool that offers estimates of the current and potentially eligible DACA populations for 41 states, as well as detailed profiles for the United States and 25 states. The MPI researchers find that slightly more than 2.1 million unauthorized immigrants who came to the United States as children are potentially eligible for DACA–with 1.2 million having immediately met the age, education, length of residence, and other criteria when the initiative launched in 2012. Two other groups could prospectively gain DACA status: 426,000 youth who appeared to fulfill all but the education requirements as of the program's launch, and 473,000 who were too young to apply but become eligible once they reach age 15 if they stay in school or obtain a high school degree or equivalent. The analysis provides a mixed picture of DACA's first two years. On the one hand, the sheer volume of applicants is impressive. On the other, hundreds of thousands of immigrant youth have not yet gained a status that can change their lives in measurable ways, allowing them improved job prospects, the ability to apply for driver's licenses, and more. The report examines the educational, poverty, and other barriers to DACA enrollment. Data and methodology are appended. [This report was written with James D. Bachmeier.]   [More]  Descriptors: College Attendance, Higher Education, Barriers, Eligibility

Russell, Alene (2007). In-State Tuition for Undocumented Immigrants: State's Rights and Educational Opportunity. Policy Matters: A Higher Education Policy Brief, American Association of State Colleges and Universities. Concerns about higher-education access and affordability have emerged as significant issues in the immigration debates. As is true for immigration issues in general, public opinion is divided on how states should respond, and emotions run high. Passage of proposed federal legislation would clarify the states' authority over tuition policy and the right to offer in-state tuition to undocumented students. It would not provide a "one-size-fits-all" directive to states, but it would remove obstacles to state efforts to promote higher-education access and affordability for all students. The American Association of State Colleges and Universities (AASCU) strongly supports passage of federal legislation to clarify existing immigration law by allowing states to regulate the tuition rate eligibility status of undocumented students. This is a clear matter of states' authority over tuition policy that must be preserved and respected. Moreover, AASCU encourages states to offer in-state tuition to qualified undocumented immigrants. A list of resources is included.   [More]  Descriptors: Federal Legislation, Public Opinion, Immigration, Educational Opportunities

Haller, William; Portes, Alejandro; Lynch, Scott M. (2011). On the Dangers of Rosy Lenses: Reply to Alba, Kasinitz and Waters, Social Forces. This article responds to the Alba, Kasinitz and Waters' commentary on the authors' article. The authors state that not all kids are doing "all right," and the substantial number at risk of social and economic stagnation or downward mobility looms as a significant social problem. They contend it is true that right-wing commentators may pick on these findings for their own purposes, but this is certainly no reason to obscure the facts. Laying a rosy veil over them is a dangerous strategy. The authors go on to explain that a good part of the divergence in this field has to do with an emphasis on different aspects of the process of assimilation. Many scholars privilege a culturalist perspective where the emphasis is on immigrants, and especially their descendants, becoming indistinct from the natives. After they learn unaccented English, give up loyalties and concerns in their old country, and become fully involved in things American, the process is essentially complete. It matters little, from this perspective, where they end up in the hierarchies of wealth, status and power of American society. The authors point out that what is remarkable about their findings is how fast foreign languages are abandoned and how quickly children internalize the goals, practices and concerns of the host culture. The question they thus pose is not whether second-generation youths are assimilating, but "to what sector" of American society they are assimilating to. This ushers in the second perspective. The structuralist perspective defines assimilation less by whether children of immigrants lose their languages and distinct cultural ways and more by whether they are able to ascend the educational and economic ladders into the American middle class. In that respect, this perspective is closer to the aspirations of immigrant parents themselves–much less concerned with cultural assimilation than with the socio-economic progress of their offspring (Portes and Rumbaut 2001). It is evident that, under present circumstances in the United States, the fulfillment of these aspirations is increasingly difficult. The authors advocate vigorous intervention by government agencies and private volunteer programs in support of immigrant families, helping them overcome the multiple hazards of low human capital, poverty and mainstream discrimination and their children attain a modicum of education.   [More]  Descriptors: Immigrants, Acculturation, Parent Child Relationship, Social Problems

Shohamy, Elana (2014). The Weight of English in Global Perspective: The Role of English in Israel, Review of Research in Education. The aim of this chapter is to point to the complexities of the English language in Israel from a critical perspective, its global language status, and the manners in which it affects and interacts with a variety of local issues. The main focus is on how the presence of a global language, like English, affects a given sociolinguistic reality, bringing about specific consequences in terms of people's participation, equality, justice, and rights. Addressing these questions and issues will proceed along two main themes: The first is a historical and current perspective of the phases that English went through in Israel parallel to the revival of Hebrew and its accompanying ideologies; the second is the impact of the power of English on other languages and people, especially on Arabs, who use a different community language, and on immigrants, who arrive in Israel with home languages other than Hebrew. These groups are expected to acquire both Hebrew and English in order to participate and function in the society in education and employment.   [More]  Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Language Role

Maussen, Marcel; Vermeulen, Floris (2015). Liberal Equality and Toleration for Conservative Religious Minorities. Decreasing Opportunities for Religious Schools in the Netherlands?, Comparative Education. Liberal democratic states face new challenges in balancing between principles of religious freedom and non-discrimination and in balancing these constitutional principles with other concerns, including social cohesion, good education, and immigrant-integration. In a context of increased prominence of secular and anti-Islamic voices in political debate, there are demands to reduce legal "exceptions" for (conservative) religious groups in the Netherlands. This article focuses in particular on public debate and jurisprudence with regard to education and explores discussions of associational freedoms that are of importance to religious schools, including the right to select and refuse pupils (the debate on the so-called duty to enrol ("acceptatieplicht")), the possibilities for schools to refuse hiring staff who do not support the school's philosophy (for example in relation to sexual orientation), and teaching on sexuality and sexual diversity. The article concludes by arguing that the Netherlands is undergoing a shift in the conceptualisation of religious freedom in relation to liberal equality, which in the longer run may destabilise a tradition of toleration and substantial collective freedoms for conservative religious groups.   [More]  Descriptors: Religious Education, Educational Philosophy, Foreign Countries, Minority Group Students

Combs, Mary Carol; Nicholas, Sheilah E. (2012). The Effect of Arizona Language Policies on Arizona Indigenous Students, Language Policy. This article discusses the effect of Arizona's language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona's coercive and contradictory language and education policies for English language learners thus provide an instructive example of the "phenomenon of unintended consequences". Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona's language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities.   [More]  Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning

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