Bibliography: Immigrant Rights (page 10 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 James A. Banks, Colette V. Browne, Cinthia S. Salinas, Bill Bigelow, Don Dippo, Yan Guo, Natasha Hakimali Merchant, Leslie G. Roman, Aliza Fones, and Dafney Blanca Dabach.

Zehr, Mary Ann (2010). Bilingual Mandate Challenges Chicago's Public Preschools, Education Week. Administrators in the Chicago public schools are seeking to strike the right balance between providing guidance and permitting flexibility as they put in place the nation's first state mandate for providing bilingual education to preschoolers. New rules approved by the Illinois state board of education in June flesh out a January 2009 change that essentially extends the same requirements for educating English-language learners in K-12 public schools to 3- and 4-year-olds in public preschool centers. The new rules say that if a public preschool center has at least 20 students who speak the same language, it must offer bilingual education. By July 2014, they also say, all lead preschool teachers with ELLs in their classrooms must have an endorsement in bilingual education or English as a second language. Currently, many Illinois preschools rely on teacher assistants to provide native-language support to youngsters. The rules come at a time when states, such as California and Texas, with large numbers of children from immigrant families are focusing more on how to support the education of pre-K English-learners. But not everyone agrees that Illinois has taken the right path in its quest to extend bilingual services to younger children.   [More]  Descriptors: Public Schools, Elementary Secondary Education, Bilingual Education, Preschool Teachers

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

Banks, James A. (2009). Human Rights, Diversity, and Citizenship Education, Educational Forum. The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values, ideals, and behaviors. Schools in nations around the world make it difficult for students to acquire human rights ideals and behaviors because they pursue assimilationist goals that do not provide students civic equality and recognition. Citizenship education needs to be reformed so that it will help students to internalize human rights ideals and behaviors.   [More]  Descriptors: Civil Rights, Citizenship, Citizenship Education, Acculturation

Soriano-Ayala, Encarnación; Cala, Verónica C. (2015). A Comparative Study of Breakfast Habits of Romanian and Spanish Adolescents Enrolled in Southern Spain Schools, Practice and Theory in Systems of Education. Introduction: Globalization has favored intra-European Commission (EC) and extra-EC migration to Spain. One of the most numerous cultural groups that have settled in the southern Spain is from Romania. Coexistence, especially in schools, has made us become interested in knowing the eating habits at breakfast of Romanian and Spanish populations. Numerous studies show that the food intake at breakfast, mostly made before leaving home, has an incidence on the physic wellbeing of adolescent throughout the day. The processes of acculturation are also inseparable from the eating habits, health and life, that maintain the migrant teenagers. Breakfast is analyzed as one of the habits more associated with diet quality; paradoxically, one of the findings of our study, many adolescents do not take a proper breakfast every day. Objectives: The study analyzes the characteristics and the main cultural and gender differences in the implementation of breakfast: its maintenance or omission in young autochthonous and immigrants of Romanian origin in the southeast Spanish schools. Design. This is a cross-sectional study with a cluster sampling in two Primary schools and seven Secondary schools. The instrument applied was an adaptation of the KIDSCREEN-27 questionnaire. Sample. It has been formed by 1472 students between 11 and 18 years old; nationality: 1315 were Spanish and 157 were Romanians. Data analysis. Descriptive and differential analyses using the chi-square and U of Mann-Whitney statistics. Results: In the study we identified 1.2% of Spaniards and 3.3% of Romanians who either skip breakfast or do not eat foods throughout the morning. The main breakfast foods of the Spanish students are dairy, bread and cereals, cookies, juice and olive oil; for the Romanian students the basic foods at breakfast are cereals, dairy products, juices, biscuits and jams. We have found significant differences between the two compared cultural groups. We also found significant differences between the food eaten by men of the two cultural groups (Spanish and Romanian) and by the food eaten by women (Spanish and Romanian) in the breakfast food. Conclusions: The results show the need to further promote and implement educational programs that encourage students to make breakfast before leaving home. Also, it is necessary, they take care of the intake of the right foods to start the day and contemplate this habit from a transcultural and gender approach. Significant differences were identified in the breakfast practice food by both genders and cultural groups.   [More]  Descriptors: Adolescents, Foreign Countries, Comparative Analysis, Eating Habits

Guo, Yan (2015). Pre-Service Teachers and Muslim Parents: Exploring Religious Diversity in Canadian Public Schools, Diaspora, Indigenous, and Minority Education. This study explores how a group of Caucasian pre-service teachers responded to Muslim immigrant parents' accounts of the marginalization of their faith practices in Canadian public schools. Data were collected through interviews with parents, dialogues between parents and pre-service teachers, online reflections, and focus groups among pre-service teachers. Results indicate that the parents expected recognition of religious symbolic clothing, exemptions from certain classes, and accommodation of prayer in the public schools their children attended. The pre-service teachers recognized educators' misconceptions about Muslim women, expressed concerns that exemptions from dancing and swimming classes and gender segregation may hinder students' learning opportunities, and rejected parents' requests of prayer in the name of secularism. Implications for structural change and teacher practice are discussed.   [More]  Descriptors: Preservice Teachers, Muslims, Public Schools, Religious Cultural Groups

Zubrzycki, Jaclyn (2012). N.Y.C. Study: Don't Ignore Asian Pupils, Education Week. A Bangladeshi girl who spends her out-of-school time translating documents for her parents' immigration hearings. A group of Chinese high school boys whose teachers can't figure out why they're so disengaged. A Vietnamese boy who speaks almost no English and is the only Asian student at his low-performing school. A Korean-American girl at the top of her class at Bronx High School for Science. They are among New York City's Asian students, and their needs are profoundly diverse, says a report released last week. It highlights the gap between the perception of Asian-heritage students as almost universally high-achieving and a more complicated reality that scholars say holds true nationwide. The report from the Coalition for Asian-American Children and Families and the Pumphouse Projects, a New York-based consulting firm that specializes in education justice, human rights, and economic policy issues, says that 95 percent of the city's Asian-American and Pacific-American students do not attend the most selective public schools and face the same challenges as many other low-income, immigrant, and minority students. The authors call for the New York City school district to improve its data reporting and the support and resources it offers those students, their families, and the educators who work with them.   [More]  Descriptors: Urban Schools, Student Rights, Minority Groups, Asian American Students

Browne, Colette V.; Braun, Kathryn L. (2008). Globalization, Women's Migration, and the Long-Term-Care Workforce, Gerontologist. With the aging of the world's population comes the rising need for qualified direct long-term-care (DLTC) workers (i.e., those who provide personal care to frail and disabled older adults). Developed nations are increasingly turning to immigrant women to fill these needs. In this article, we examine the impact of three global trends–population aging, globalization, and women's migration–on the supply and demand for DLTC workers in the United States. Following an overview of these trends, we identify three areas with embedded social justice issues that are shaping the DLTC workforce in the United States, with a specific focus on immigrant workers in these settings. These include world poverty and economic inequalities, the feminization and colorization of labor (especially in long-term care), and empowerment and women's rights. We conclude with a discussion of the contradictory effects that both population aging and globalization have on immigrant women, source countries, and the long-term-care workforce in the United States. We raise a number of policy, practice, and research implications and questions. For policy makers and long-term-care administrators in receiver nations such as the United States, the meeting of DLTC worker needs with immigrants may result in greater access to needed employees but also in the continued devaluation of eldercare as a profession. Source (supply) nations must balance the real and potential economic benefits of remittances from women who migrate for labor with the negative consequences of disrupting family care traditions and draining the long-term-care workforce of those countries.   [More]  Descriptors: Public Policy, Supply and Demand, Aging (Individuals), Global Approach

College Board Advocacy & Policy Center (2010). Cracking the Student Aid Code: Parent and Student Perspectives on Paying for College. Paying for college is a challenge for many Americans and navigating the financial aid process can be very difficult, especially for low-income and first-generation college students. The College Board commissioned research to learn more about students' and parents' knowledge, beliefs and attitudes about the importance of a college education and how to pay for it. In addition, students and parents who participated in the research were asked to evaluate whether the recommendations of the College Board's Rethinking Student Aid (RSA) project would improve the effectiveness of the nation's federal student aid system. Focus group participants and survey respondents included students from low- and moderate-income backgrounds, parents with modest financial resources, nontraditional college students and advocates for members of immigrant groups. After analyzing the data, one consistent theme emerged: While participants overwhelmingly understand the importance of college, lack of information and understanding of the college financing process is a barrier that is difficult to overcome for many students and families. This report urges policymakers to pursue the necessary changes to the federal financial aid system to "crack the student aid code" for first-generation students, students from low-income backgrounds, and their parents. By presenting the right information at the right time and in ways that families can understand, individuals can begin to break down existing barriers to college entrance and success. The Research Methodology is appended.   [More]  Descriptors: Focus Groups, Student Financial Aid, Paying for College, Parent Attitudes

Dabach, Dafney Blanca; Fones, Aliza; Merchant, Natasha Hakimali; Kim, Mee Joo (2017). Discourses of Exclusion: Immigrant-Origin Youth Responses to Immigration Debates in an Election Year, Journal of Language, Identity, and Education. Political discourse on immigration policy often provides a window into a society's boundaries of inclusion and exclusion. Here, we seek to understand how those in liminal positions respond to political debates that raise issues of boundary maintenance. Drawing from Bakhtinian concepts of "authoritative" and "internally persuasive discourses" as well as Gramsci's concept of "common sense," we analyzed how a superdiverse sample of 26 immigrant-origin adolescents (from Asia, Latin America, Africa, and Europe) responded to video segments of presidential debates from the 2012 U.S. election. Youth's responses to presidential video clips about undocumented immigration policies fell along a spectrum from inclusionary to exclusionary, with many voicing mixed responses to immigration policies. Half of the youth referenced their own family's migration experience when discussing immigration policy, most frequently in empathetic ways; however, this did not preclude them from aligning with discourses of exclusion. The theme of fairness was prevalent in their responses, yet it emerged in distinct ways. This work highlights the need to interrogate common-sense discourses of exclusion.   [More]  Descriptors: Immigrants, Public Policy, Adolescents, Presidents

Au, Wayne, Ed.; Bigelow, Bill, Ed.; Karp, Stan, Ed. (2007). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 1. New Edition–Revised and Expanded, Rethinking Schools, Ltd. Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. This revised and expanded edition includes new essays on: (1) science and environmental education; (2) immigration and language; (3) military recruitment; (4) teaching about the world through mathematics; and (5) gay and lesbian issues. Creative teaching ideas, compelling classroom narratives, and hands-on examples show how teachers can promote the values of community, justice, and equality while building academic skills. This book is divided into six parts. Part One, Points of Departure, contains the following: (1) "Lions" (Langston Hughes); (2) Unlearning the Myths That Bind Us: Critiquing Cartoons and Society (Linda Christensen); (3) Rethinking "The Three Little Pigs" (Ellen Wolpert); (4) 10 Quick Ways to Analyze Children's Books for Racism and Sexism (Council on Interracial Books for Children); (5) Celebrating the Joy in Daily Events (Linda Christensen); (6) "Ode to My Socks = Oda a los calcetines" (Pablo Neruda); (7) Taking Multicultural, Anti-Racist Education Seriously: An interview with Enid Lee; and (8) "My Hair Is Long" (Loyen Redhawk Gali). Part Two; Rethinking My Classroom, contains the following: (9) Race and Respect Among Young Children (Rita Tenorio); (10) Holding Nyla: Lessons from an Inclusion Classroom (Katie Kissinger); (11) Teaching for Social Justice: One Teacher's Journey (Bob Peterson); (12) Songs That Promote Justice (Bob Peterson); (13) "Forgiving My Father" (Justin Morris); (14) Playing with Gender: Lessons from an Early Childhood Center (Ann Pelo); (15) The Challenge of Classroom Discipline (Bob Peterson); (16) Helping Students Deal with Anger (Kelley Dawson Salas); (17) Building Community from Chaos (Linda Christensen); (18) Discipline: No Quick Fix (Linda Christensen); (19) "Honeybees" (Paul Fleischman); (20) Teaching About Global Warming in Truck Country (Jana Dean); (21) Students Students Use Math to Confront Overcrowding (Erin E. Turner and Beatriz T. Font Strawhun); (22) Getting Off the Track: Stories from an Untracked Classroom (Bill Bigelow); and (23) "What the mirror said" (Lucille Clifton). Part Three, Teaching Ideas, contains the following: (24) Using Pictures to Combat Bias (Ellen Wolpert); (25) My Mom's Job Is Important (Matt Witt); (26) Father Was a Musician (Dyan Watson); (27) There's More to Heroes Than He-Man (Marcie Osinsky); (28) The Military Recruitment Minefield (Bill Bigelow); (29) Coping with TV: Some Lesson Ideas (Bob Peterson); (30) What Do We Say When We Hear "Faggot"? (Leonore Gordon); (31) Learning from Worms (Rachel Cloues); (32) The Organic Goodie Simulation (Bill Bigelow and Norm Diamond); (33) World Poverty and World Resources (Susan Hersh and Bob Peterson); (34) Math, SATs, and Racial Profiling (Eric Gutstein); (35) The Day Sondra Took Over: Helping Students Become Self-Directed (Cynthia M. Ellwood); (36) Little Things Are Big (Jesus Colon); (37) Haiku and Hiroshima: Teaching About the Atomic Bomb (Wayne Au); (38) Students as Textbook Detectives: An Exercise in Uncovering Bias (Bill Bigelow and Bob Peterson); (39) What Can Teachers Do About Sexual Harassment? (Ellen Bravo and Larry Miller); (40) Flirting vs. Sexual Harassment: Teaching the Difference (Nan Stein and Lisa Sjostrom); (41) Celebrating the Student's Voice (Linda Christensen); (42) "Rayford's Song" (Lawson Inada); (43) Promoting Social Imagination Through Interior Monologues (Bill Bigelow and Linda Christensen); (44) "Two Women" (Anonymous); (45) Role Plays: Show, Don't Tell (Bill Bigelow); (46) Testing, Tracking, and Toeing the Line: A Role Play on the Origins of the Modern High School (Bill Bigelow); (47) "Salt of the Earth" Grounds Students in Hope (S. J. Childs); and (48) "The Funeral of Martin Luther King, Jr." (Nikki Giovanni). Part Four, Rethinking Our Assumptions, contains the following: (49) My Dirty Little Secret: Why I Don't Grade Papers (Linda Christensen); (50) Expectations Perspective (L. C. Clark); (51) Teachers and Cultural Styles (Asa G. Hilliard, III); (52) Teaching Standard English: Whose Standard? (Linda Christensen); (53) Seeing Color (Lisa Delpit); (54) When Small Is Beautiful: An interview with Hector Calderon; (55) I Won't Learn from You! Confronting Student Resistance (Herbert Kohl); (56) Food Is Not for Play (Jean Hannon); (57) The Politics of Children's Literature: What's Wrong with the Rosa Parks Myth (Herbert Kohl); (58) "In Memory of Crossing the Columbia" (Elizabeth Woody); (59) Heather's Moms Got Married: Creating a Gay- and Lesbian-Friendly Classroom (Mary Cowhey); (60) Thoughts on Teaching Native American Literature (Joseph Bruchac); (61) Why Students Should Study History: An interview with Howard Zinn; (62) History Book Resources (Howard Zinn); and (63) "To the Young Who Want to Die" (Gwendolyn Brooks). Part Five, Beyond the Classroom, contains the following: (64) Why We Need to Go Beyond the Classroom (Stan Karp); (65) "Rebellion Against the North Side" (Naomi Shihab Nye); (66) Teachers Teaching Teachers (Linda Christensen); (67) Equity Claims for NCLB Don't Pass the Test (Stan Karp); (68) Why Standardized Tests Are Bad (Terry Meier); (69) "Lineage" (Margaret Walker); and (70) Students Mobilize for Immigrant Rights (Ryan Knudson and Al Levie). Part Six, Resources, contains the following: (71) Poetry Teaching Guide (Linda Christensen); (72) Videos (Bill Bigelow and Linda Christensen); (73) Video Teaching Strategies (Bill Bigelow and Linda Christensen); (74) Books for Young People; (75) Curricula and Teaching Resources; (76) Periodicals; (77) Organizations; and (78) Poetry Credits. An index is included. [For the "Rethinking Our Classrooms: Teaching for Equity and Justice, First Edition", see ED388588.]   [More]  Descriptors: Video Technology, Social Justice, Standard Spoken Usage, Childrens Literature

Roman, Leslie G. (2004). States of Insecurity: Cold War Memory, "Global Citizenship" and Its Discontents, Discourse: Studies in the Cultural Politics of Education. This article situates the dominant discourses of "global citizenship" employed in North American universities to internationalize the curricula, drawing in part on evidence from one Pacific northwestern Canadian university in the post-September-11 context of recent restrictive immigration policies, anti-terrorist measures and evocative Cold War memories. Far from weakening the Canadian nation-state or jettisoning neoliberalism, it argues that authoritarian post-Fordism constitutes a supra-juridical state that offers fewer social services but governs with more entrepreneurship through its globalization, immigration and "national security" policies. The article shows how the post-September-11 changes to Canada's immigration and refugee legislation from 1978 to 2001, write evocative fears about "terrorists" and "invading immigrants" on the national body politic. These changes provide literal and metaphorical transnational, economic and socio-legal mobility with substantive and specific human rights to those prospective immigrants deemed "highly skilled global citizens". Yet, such policy efforts and legislation also reproduce the exclusions and differential hierarchies of gendered, classed, ableist and racialized notions of skill, flexible work and vulnerable or "unobtainable" citizenship for those it deems "non-immigrants", migrants or non-citizens. The conclusion asks: Is "global citizenship" an oxymoronic slogan; a well-meaning but naive equation of transnational mobility or "belonging" with formal legal substantive citizenship and human rights; or an opportunity to claim democratic praxis through a decolonized curricular, pedagogical and educational policy?   [More]  Descriptors: Foreign Countries, Immigration, Refugees, Public Policy

Franquiz, Maria E.; Salinas, Cinthia S. (2011). Newcomers to the U.S.: Developing Historical Thinking among Latino Immigrant Students in a Central Texas High School, Bilingual Research Journal. Newcomers are a special subgroup of the student population designated as English Language Learners (ELLs). The research project described in this article investigates how a teacher integrated language and content in a single subject area, social studies, in a high school newcomer classroom. Three extended lessons were presented to newcomer students in Central Texas who are native speakers of Spanish. The case study in the newcomer classroom documented immigrant students' use of digitized primary resources and document-based questions pertaining to the social crisis in Little Rock, Arkansas, in 1957; the civil rights concerns of the Chicano "Movimiento" of the 1960s and 1970s; and the U.S. public's conflicting responses to immigration, particularly from Mexico, in the 21st century. Each extended lesson required that the students systematically understand sources; contexts; historical significance; and notions of agency, empathy, and moral judgment. Despite the challenge of specific concepts in the social studies curriculum, findings show that the interactive use of digitized primary source documents available in English made the subject relevant and meaningful to the newcomer students. The choice to use (or not) the home language for oral and written responses played a significant role in the students' understanding and use of historical thinking.   [More]  Descriptors: Second Language Learning, English (Second Language), Primary Sources, Foreign Countries

Dippo, Don (2010). From "Refuge" to "Polis": Shifting the Rationale for Religiosity in Schools, Educational Policy. This article responds to Bruce Collet's article "From Refuge to Polis: Shifting the Rationale for Religiosity in Schools." In this rejoinder my intention is to shift the discussion from school-as-refuge to school-as-polis and to ask whether the integration interests of recent immigrants and refugees might not be better served by a more inclusive approach to religiosity in schools that is less about collective exception and more about social transformation.   [More]  Descriptors: Social Change, Immigrants, Student Diversity, Cultural Pluralism

Eurydice (2004). Integrating Immigrant Children into Schools in Europe: Finland–National Description 2003-04. The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Finland. Country of origin for immigrants in Finland 1990-2002 is appended. (Contains 2 figures and 4 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]   [More]  Descriptors: Immigrants, Pilot Projects, Foreign Countries, Comparative Analysis

Taylor, Lisa (2006). Wrestling with Race: The Implications of Integrative Antiracism Education for Immigrant ESL Youth, TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. This article presents selected findings from a qualitative practitioner study into the learning experiences of 30 immigrant ESL high school students in a 3-day innovative, Freirean-styled, antidiscrimination leadership program. This case study is grounded in a social identity theoretical framework which assumes that linguistic interactions are not neutral nor is the right to be listened to universally accorded, but that these are linked to identity and structured through social power relations (including racism). In this article I first ask how students came to understand race and racism as they used the integrative antiracism analytical framework of the program to examine examples of discrimination from their personal experience. Second, I ask what implications their analysis had for their identity claims as immigrant ESL learners. The research argues for an understanding of racialized power dynamics as integral to social identity construction through English language learning, especially as they intersect with discourses of national identity and cultural citizenship in the case of immigrant ESL learners. The study suggests that integrative antiracism education can support immigrant language learners' intersectional and multilevel understandings of discrimination. These expanded understandings of discrimination can also facilitate broader possibilities for social identity claims and ethical visions of Canadianness. Power Triangle Activity from Facilitator's Handbook (Equity Studies Office, 2000 ) is appended.   [More]  Descriptors: Nationalism, Immigrants, English (Second Language), Second Language Learning

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