Bibliography: Immigrant Rights (page 14 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 Marti Hope Gonzales, Lydia Lum, John L. Sullivan, Mary Ann Zehr, Angela Bos, Guus Extra, Patricia G. Avery, Roberto G. Gonzales, Kaori H. Okano, and Inc. Advocates for Children of New York.

Teel, Steven C. (1998). Lessons on Judicial Interpretation: How Immigrants Takao Ozawa and Yick Wo Searched the Courts for a Place in America, OAH Magazine of History. Presents two lessons designed to counter textbook images of minorities merely as victims, by introducing high school students to two federal court cases involving Asian immigrants' efforts to guarantee their rights. Includes lesson objectives, background on lesson organization, procedural outline, primary documents necessary for each lesson, and discussion questions. Descriptors: Civics, Civil Liberties, Civil Rights, Court Litigation

Extra, Guus (2007). Dealing with New Multilingualism in Europe: Immigrant Minority Languages at Home and at School, Australian Review of Applied Linguistics. The focus of this paper is on immigrant minority languages in urban Western Europe. Both multidisciplinary and cross-national perspectives will be offered on two major domains in which language transmission occurs, i.e., the domestic domain and the public domain. Prototypical of these two domains are the home and the school, respectively. At home, language transmission occurs between parents and children; at school this occurs between teachers and pupils. Viewed from the perspectives of majority language speakers "versus" minority language speakers, language transmission becomes a very different issue. In the case of majority language speakers, language transmission at home and at school is commonly taken for granted: at home, parents speak this language usually with their children; at school this language is usually the only or major subject and medium of instruction. In the case of minority language speakers, there is usually a mismatch between the language of the home and the language of the school. Whether parents in such a context continue to transmit their language to their children is strongly dependent on the degree to which these parents conceive of this language as a core value of cultural identity. After a short introduction, we offer "phenomenological" perspectives on the semantics of our field of study and some central European notions in this field. Next we discuss major agencies and documents on "language rights" at the global and European level. We also discuss the utilisation and effects of different "demographic" criteria for the definition and identification of (school) population groups in a multicultural society. Next we offer "sociolinguistic" perspectives on the distribution and vitality of immigrant minority languages across Europe. In this context the rationale and major outcomes of the "Multilingual Cities Project", realised in six major multicultural cities in different European Union nation-states, are presented. Finally we offer comparative perspectives on "educational" policies and practices in the domain of immigrant minority languages in the six European Union countries under discussion. We conclude with an overview on how multilingualism can be promoted for all children in an increasingly multicultural Europe.   [More]  Descriptors: Language Minorities, Semantics, Multilingualism, Foreign Countries

Gonzales, Roberto G. (2009). Young Lives on Hold: The College Dreams of Undocumented Students, College Board Advocacy & Policy Center. The current political debate over undocumented immigrants in the United States has largely ignored the plight of undocumented children. Yet children account for 1.8 million, or 15 percent, of the undocumented immigrants now living in this country. Although not born in the United States, these children have, for the most part, grown up in the United States and received much of their primary and secondary school education here. Without a means to legalize their status, they are seldom able to go on to college and cannot work legally in this country. Moreover, at any time they can be deported to countries they barely know. This wasted talent imposes economic and emotional costs on undocumented students themselves and on the U.S. society as a whole. Currently trapped in a legal paradox, undocumented students in the United States have the right to a primary and secondary school education, but then face uncertainty upon graduation from high school. While some states explicitly allow undocumented students to attend college, there are many confusing, gray areas that cloud the college admissions, financial aid and enrollment processes. Moreover, undocumented students cannot legally join their native-born peers in the workforce, where Bureau of Labor Statistics data indicate educated workers are needed. A significant proportion of undocumented students have navigated our K-12 schools successfully despite the challenges of migration and discrimination–in addition to the typical difficulties faced by all adolescents. Many have the academic preparation to pursue a postsecondary education, but their economic and social mobility is severely restricted by their undocumented status. The DREAM Act would provide a path to legal residence for undocumented youth. It also would open the door to college for tens of thousands of students who have the knowledge, skills and aspirations to pursue a college degree and to make a healthy, sustained and important contribution to the economic and social well-being of our nation. (Contains 3 figures and 58 endnotes.) [Foreword by Marcelo M. Suarez-Orozco.]   [More]  Descriptors: Elementary Secondary Education, Social Mobility, College Admission, Undocumented Immigrants

Stewart, David W. (1991). Immigration and Higher Education: The Crisis and the Opportunities, Educational Record. Changes in immigration patterns bring problems and opportunities to higher education. New federal law significantly changes the ethnic and skills mix of the immigrant pool. Issues emerging include potential brain drain; pressure for curriculum change; language as a barrier to access; and the rights of illegal immigrants to higher education. Descriptors: Access to Education, Brain Drain, College Admission, Curriculum Development

Advocates for Children of New York, Inc., Long Island City. (1989). Immigrant Children: Challenges and Opportunities for Our Schools. Proceedings of the Conference of the Advocates for Children of New York (New York, New York, November 1986). This document presents testimony, policy statements, and recommendations on the educational needs of immigrant children at the elementary school through secondary school levels in New York City. An introduction describes the November, 1986, hearing at which parents, students, teachers, administrators, and members of community based organizations serving newly arrived families testified on the educational needs of immigrant children. A background section describes a court ruling, "Plyler v. Doe," and legislation, the Immigration Reform and Control Act, as well as excerpts of a New York City mayoral memorandum dated October 15, 1985. Another section describes areas of concern that the Chancellor's Advisory Committee on Immigrant Affairs has identified. Also described are other activities of an Immigrant Students Rights Project. Recommendations are presented that emerged from the hearing in 1986 and from subsequent work with students and families. A conclusion emphasizes the importance of addressing the needs of this population. The bulk of the document presents a representative sample of the testimony at the 1986 hearing including personal accounts, sociological contexts, problem areas, and resources and innovations. Also included are lists of hearing panel members and witnesses. Appendixes contain a 1988 Chancellor's memorandum, Regulations of the Chancellor, information on a training conference, a statement on students' rights of access, an announcement of a workshop on immigrant rights, testimony by Advocates for Children (AFC), a letter from AFC to college advisors, a letter from Mayor E. Koch, and a notice to the community about school access. Descriptors: Access to Education, Child Advocacy, Childrens Rights, Civil Rights

Okano, Kaori H. (2006). The Global-Local Interface in Multicultural Education Policies in Japan, Comparative Education. This paper examines interactions between the global and the local in the context of Japanese mainstream schooling, by focusing on the development of local government policies to manage diversity in schools. This paper reveals how local governments developed education policies in interaction with grassroots professional groups, activists and schools, and by selectively incorporating national policies. These local policies are multicultural education policies but differ in two significant ways. The first is their predominant concern with human rights education, leaving celebration of cultural diversity as a marginal consideration, and the other is the official use of the term "foreigners" in the title of these policies; both of which reflect the pre-existing local context. The paper demonstrates that new immigrants do not unilaterally impact on supposedly ethnically homogeneous Japanese classrooms, but that the pre-existing local contexts (national, local and institutional) have mediated global forces in effecting changes.   [More]  Descriptors: Cultural Pluralism, Foreign Countries, Multicultural Education, Immigrants

Eurydice (2004). Integrating Immigrant Children into Schools in Europe: Italy–National Description 2003/04. The national contributions contained in this paper 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 Italy. Appended are: (1) Percentage of pupils with non-Italian citizenship out of the total number of school pupils by type of school, region and geographical area–School year 2002/03; and (2) Italian language support in the Marche region in 2003. A bibliography is included. (Contains 4 figures and 5 footnotes.) [CD-ROM is not included with this publication. For related 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, Educational Change

James, Carl E. (2004). Assimilation to Accommodation Immigrants and the Changing Patterns of Schooling, Education Canada. The continuous inflow of immigrants into Canada, particularly in metropolitan cities like Toronto, Vancouver, and Montreal where most immigrants tend to settle, has changed, and continues to change the social, cultural and educational realities of schooling. Immigrants, themselves, have played an important role in helping to establish an educational system in which the assimilationist approach and the claim that "all students are the same" give way to a vision of equitable education based on principles of justice, fairness, and respect for difference. According to this vision, merely having access to schooling and education (equality of educational opportunity) is not enough, for how useful is the education if it fails to provide students the means of attaining the educational and occupational goals to which they aspire? This perspective of schooling, imbued with Canada's brand of nationalism, equality of opportunity, human rights, and related educational practices in the 1970s, began to shift in response to the federal policy of multiculturalism and provincial multicultural education policies, which sought to promote sensitivity to and respect for ethno-cultural differences and the integration of immigrant/minority students.   [More]  Descriptors: Foreign Countries, Educational Change, Acculturation, Immigrants

Gonzales, Marti Hope; Riedel, Eric; Williamson, Ian; Avery, Patricia G.; Sullivan, John L.; Bos, Angela (2004). Variations of Citizenship Education: A Content Analysis of Rights, Obligations, and Participation Concepts in High School Civic Textbooks, Theory and Research in Social Education. A quantitative content analysis of three widely adopted high school civics textbooks revealed that concepts associated with traditional liberalism–citizens' rights and freedoms–far outnumber concepts associated with classical republicanism or communitarianism (e.g., civic virtue, the reciprocal relation between citizens' rights and their responsibilities to the public good). Moreover, this focus on rights and freedoms to the relative exclusion of duties and obligations may be at odds with a more collectivistic value orientation held by recent immigrant groups. Consistent with previous studies, our analysis indicates that the concept of political participation, outside of voting, plays a very small role in civics texts.   [More]  Descriptors: Textbooks, Immigrants, Content Analysis, Civics

Allen, Dawn (2007). Just Who Do You Think I Am? The Name-Calling and Name-Claiming of Newcomer Youth, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee. For immigrant-receiving societies that also claim to embrace diversity, there is a constant tension between constraining individual agency (the ability to have and act on choices) and recognizing individual rights. In a previous article, the author highlighted the ways in which newcomer youth are constrained by school discourses (e.g. programs, curricula, codes of conduct, evaluation criteria, ways of speaking, valuing, thinking) that emphasize those students' linguistic deficiencies. This article explores the students' agency despite the constraints of those discourses. The article begins with a focus on some of the reasons for the tension between individual agency and the discourses of the integration programs of Montreal secondary schools. Next, the article briefly presents a theoretical frame (connecting identity and agency), which is then used to interpret the integration experiences of four newcomer adolescents in a francophone secondary school in Montreal. The author concludes that French is too often experienced as a barrier to rather than a source of agency and proposes that French be learned through more inclusive practices right from the beginning of newcomers' experience in Quebec.   [More]  Descriptors: Foreign Countries, French, Pragmatics, Immigrants

Cremonini, Leon; Westerheijden, Don; Enders, Jurgen (2008). Disseminating the Right Information to the Right Audience: Cultural Determinants in the Use (and Misuse) of Rankings, Higher Education: The International Journal of Higher Education and Educational Planning. Rankings and league tables, or Report Cards (RCs), of Higher Education Institutions have become a global phenomenon. Their purpose, it is claimed, is to help "student-consumers" make informed decisions. Yet the degree to which RCs succeed in helping students in their college choice is disputed. Even though RCs are intended for all, which information is sought and how it is used may differ between potential students hailing from different social, economic and cultural backgrounds. In particular, RCs may neglect certain cultural determinants that influence students' college choice behaviour. The article reviews the literature on the cultural determinants of college choice and especially the use of RCs in the ambit of cultural determinants. In the United States, possibly because of evident educational gaps between ethnic groups in society, the issue of cultural perceptions in college choice has been addressed, albeit scantly. In Europe, this field of study is virtually non-existent, despite increasing indications that second and third generation immigrants still lag behind in terms of higher education participation and graduation rates.   [More]  Descriptors: Higher Education, College Choice, Cultural Influences, Institutional Evaluation

Eurydice (2004). Integrating Immigrant Children into Schools in Europe: Ireland–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 Ireland. Appended are: (1) 10 most frequently reported countries of origin of Ireland's asylum-seeking population per year, 1998-2001; and (2) Programme refugees in Ireland 1979-2002. (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, Educational Change

Zehr, Mary Ann (2010). Home-Language Surveys for ELLs under Fire, Education Week. A growing chorus of people are saying that some school districts are overzealous in categorizing students as English-language learners (ELLs) in the aim of complying with federal and state laws to ensure that children of immigrants get extra help with English. They contend that the information requested on the home-language survey that parents are commonly asked to fill out when they enroll their child in a public school can be misleading or misused. In Orange County and many other districts across the country, once a student is designated as an ELL, the label is not readily lifted. Meanwhile, in Arizona, state education officials have changed the home-language survey there to ask only one question rather than three, saying they want to cut down on the overidentification of students as ELLs. The U.S. Department of Education's office for civil rights is investigating a complaint that contends, however, that by simplifying the home-language form, Arizona is discriminating against children who may be dominant in English but still need extra help to gain proficiency in it. States differ in whether they permit parents to remove a child who has been identified as an English-learner from special English instruction, such as English-as-a-second-language classes. The federal No Child Left Behind (NCLB) Act permits parents to remove their children from special English classes, but it also says that states' laws on the matter take precedence over the federal law. Arizona, California, Iowa, and Texas let parents waive special instruction in English. New Mexico and New York do not. Under the NCLB law, school districts are required to assess ELLs each year with an English-language-proficiency test, an exam that other students don't have to take. Districts vary in whether they are willing to honor a parent's demand not to give the test.   [More]  Descriptors: English (Second Language), Second Language Instruction, Identification, Limited English Speaking

US Department of Labor (2010). Partnership in Action: Examples of Employer/Faith-Based and Community Organization Partnerships. This publication builds on the "Making a Difference Through Strategic Business Partnerships: A Guide for Faith-Based and Community Organizations" guidebook by providing a series of snapshots of partnerships between employers and faith-based and community organizations (FBCOs). FBCOs bring unique assets to the task of assisting individuals looking for training and employment. This is particularly true with hard-to-serve populations who often need long-term, in-depth assistance to find and retain jobs. Research conducted by the U.S. Department of Labor has shown that people with multiple barriers to employment (immigrants, welfare-to-work populations, the disabled, ex-offenders and others) need the kind of effective, holistic care offered by FBCOs. Training and support services, however, are only part of the employment equation. FBCOs working with hard-to-serve populations also need expertise in understanding the needs of businesses and shaping their programs to support those needs. This publication is designed to help FBCOs build better partnerships with employers by offering several different examples of effective collaboration. Some of these partnerships are between an FBCO and an employer, and some include the public workforce system and its network of One-Stop Career Centers (One-Stops). Other partnerships include other social service providers, community colleges, and local government agencies. While the partnerships may all take different form, all are important and all provide valuable models upon which other FBCOs might build similar partnerships. In each case, the FBCOs profiled demonstrate how they were able to build on their comparative advantage and partner with employers in a way that emphasized their strengths while providing value to their employer partners. There is no right or wrong model for partnership between FBCOs and employers. Successful partnerships can be structured in many different ways. This publication documents some of these partnerships and how they can be beneficial for both FBCOs and employers.   [More]  Descriptors: Job Training, Career Centers, Religious Organizations, Organizations (Groups)

Lum, Lydia (2006). Working outside the System, Diverse: Issues in Higher Education. This article features the life of Yuri Kochiyama as a social, political and civil rights activist. Kochiyama is one of many whose social, political and civil rights activism was inspired by Malcolm X. She is one of the few non-Blacks often associated with him and has forged multi-ethnic coalitions, especially between Asian Americans and Blacks. An 84-year-old Nisei–American-born child of immigrant parents–Kochiyama is one of the most prominent Asian American activists who emerged from the 1960s. She has championed human rights, protested racial inequality and supported political prisoners worldwide, often doing mundane but important behind-the-scenes work. Interned during World War II, Kochiyama has likened the ordeal to the segregation of Blacks. While Kochiyama was often the only Asian American at African-American protests, Blacks welcomed her, concluding that she wanted only to participate, not usurp their leadership. They respected her grunt work, whether writing newsletter articles or distributing fliers door-to-door. Now living in Oakland, California, Kochiyama has published her memoirs, Passing It On. At university lectures around the country, she promotes Asian-African solidarity. And she reflects on her life with the same modesty shown in her 1960s activism.   [More]  Descriptors: African Americans, Racial Discrimination, Asian Americans, Activism

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