Bibliography: Immigrant Rights (page 21 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 Shruti Uppal, Maria Lucia Chavez, Mayra Soriano, William G. Tierney, Keith A. Crawford, Deborah Court, Alice U-Mackey, Shamser Sinha, Liz Davies, and Scott A. L. Beck.

Greene, Mary Frances (2001). Affidavit and Flyers from the Chinese Boycott Case. The Constitution Community: The Development of the Industrial United States (1870-1900). Under Article I, Section 8, Clause 4, of the United States Constitution, the U.S. Congress is granted the power to "establish an uniform Rule of Naturalization." With passage of the Chinese Exclusion Act in 1882, Congress exercised this authority, denying the rights of citizenship to all Chinese immigrants. The Chinese Boycott Case demonstrates one instance when immigrants overcame the ramifications of such laws through the U.S. judicial system. This lesson focuses on the period in U.S. history when Chinese immigrants were only begrudgingly accepted and faced taxes aimed at foreign people and additional discriminatory legislation during the latter half of the 19th century. It correlates to the National History Standards and to the National Standards for Civics and Government. The two primary source documents are labor union flyers promoting the boycott of Chinese businesses and the affidavit of Huie Pock and Quon Loy. The lesson provides historical background for the legal question (with two resources) and suggests diverse teaching activities for classroom implementation, including interpreting the documents, a courtroom simulation, immigration data and statistics, legislation timeline, compare and contrast, the Chinese Exclusion Act, and the National Archives and Records Administration Archival Information Locator (NAIL) research.   [More]  Descriptors: Academic Standards, Citizenship, Government Role, Immigrants

Beck, Scott A. L. (2004). The Challenge of Change: A Gringo Remembers Tough Choices. Since 1994, at least three children of migrant workers have been maimed in Georgia packing houses while waiting for their parents to finish work. In this personal narrative, a former migrant educational outreach worker describes one such incident in May 1996, in which a 2-year-old lost his hand to the machinery of a Georgia onion packing shed. The incident demonstrates the lax enforcement of laws governing the working conditions, living conditions, and education of migrant families. Although he was at the location on the day of the accident, the author was constrained from speaking by implicit threats to his own job security if he broke the local code of silence. Such constraints were an outgrowth of the hierarchy that oversees the funding of migrant education. In a very tangible way, the region's migrant education was controlled by local school boards whose traditional membership included farmers and their families. These school boards had demonstrated their indifference to non-English-speaking students, instituting special services to such students only after a civil rights investigation. The situation at the state level was even more problematic, as the state superintendent of schools showed reluctant and sometimes hostile responses to the growing needs of immigrant, language-minority, and Latino students. The dilemmas and possible choices faced by migrant education professionals in such circumstances are discussed.   [More]  Descriptors: Accidents, Advocacy, Child Safety, Compliance (Legal)

Sack, Joetta L. (2004). Open-Door Policy, Education Week. This article discusses an open-door policy and innovative program of Thorncliffe Park Public School, located in the heart of the diverse immigrant community in Toronto, that greatly expands community use of public schools. Community use of schools is hardly a new concept in Canada or in the United States, where schools have traditionally been the centerpieces of their communities. In the United States, architects and school officials are designing schools to allow more community use of spaces such as libraries, health centers, fitness facilities, and even use by commercial businesses. Even U.S. administrators and facility designers agree that Toronto's approach of a joint city-school venture that invests heavily in opening public schools to community groups on weekends and late at night is unusual. Canadians have long embraced community-use programs in their schools, to the point that some residents view access to the publicly funded buildings as a right. These days, it seems as though the lights at Thorncliffe Park Public School rarely go off, and that is just how local officials want it.   [More]  Descriptors: Foreign Countries, Public Schools, Educational Policy, Immigrants

Rassool, Naz (2004). Sustaining Linguistic Diversity within the Global Cultural Economy: Issues of Language Rights and Linguistic Possibilities, Comparative Education. This paper draws on ethnographic case-study research conducted amongst a group of first and second generation immigrant children in six inner-city schools in London. It focuses on language attitudes and language choice in relation to cultural maintenance, on the one hand, and career aspirations on the other. It seeks to provide insight into some of the experiences and dilemmatic choices encountered and negotiations engaged in by transmigratory groups, how they define cultural capital, and the processes through which new meanings are shaped as part of the process of defining a space within the host society. Underlying this discussion is the assumption that alternative cultural spaces in which multiple identities and possibilities can be articulated already exist in the rich texture of everyday life amongst transmigratory groups. The argument that whilst the acquisition of "world languages" is a key variable in accumulating cultural capital, the maintenance of linguistic diversity retains potent symbolic power in sustaining cohesive identities is a recurring theme.   [More]  Descriptors: Maintenance, Linguistics, Cultural Maintenance, Language Attitudes

Baker, David, Ed.; Wiseman, Alex, Ed. (2006). The Impact of Comparative Education Research on Institutional Theory. International Perspectives on Education and Society. Volume 7, JAI Press. This volume of International Perspectives on Education and Society explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive. In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century. Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends. Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter. The other chapters are as follows: (1) The Symbiotic Relationship between Empirical Comparative Research on Education and Neo-Institutional Theory (Alexander W. Wiseman and David P. Baker); (2) Institutional Sequences, Pedagogical Reach, and Comparative Educational Systems (John G. Richardson); (3) The Theorized Society and Political Action: Effects of Expanded Higher Education on the Polity (David H. Kamens); (4) Cultural Coexistence: Gender Egalitarianism and Difference in Higher Education (Karen Bradley); (5) The Institutionalization of Human Rights Education (David F. Suarez); (6) Rethinking "Macro" and "Meso" Levels of New Institutional Analysis: The Case of International Education Corporations (Scott Davies and Janice Aurini); (7) The Normative Construction of Modern State Systems: Educational Ministries and Laws, 1800-2000 (Jong-Seon Kim); (8) The Changing Nature of Tertiary Education: Neo-Institutional Perspective onto Cross-National Trends in Disciplinary Enrollment, 1965-1995 (Gili S. Drori and Hyeyoung Moon); (9) Parental Involvement and Educational Outcomes: The Significance of Institutional Arrangements of Educational System (Hyunjoon Park); (10) Institutional Change in Postsocialist Education: The Case of Poland (Edward F. Bodine); (11) How Status Competition Complicates Institutional Explanations of Higher Educational Expansion: A Caribbean Case Study (Regina E. Werum and Lauren Rauscher); (12) The Institutionalization of Education in Latin America: Loci of Attraction and Mechanisms of Diffusion (Jason Beech); (13) Policy Enactment and Adaptation of Community Participation in Education: The Case of Argentina (M. Fernanda Astiz); (14) Educational Achievement of Immigrant-Origin and Native Students: A Comparative Analysis Informed by Institutional Theory (Claudia Buchmann and Emilio A. Parrado); and (15) From Citizen to Person? Rethinking Education as Incorporation (Francisco O. Ramirez). [For Volume 6, see ED492036.]   [More]  Descriptors: Educational Research, Comparative Education, Higher Education, Sex Fairness

Court, Deborah (2004). Education in a Troubled Democracy: Voices from Israel, Curriculum Inquiry. Democracy offers no automatic principles for a decent and civilized life. Its principles require interpretation and compromise, and must be balanced between the welfare of individuals, groups, and the state. In Israel, the situation is made even more complex by the fact that Israel defines itself as a Jewish state. Surrounded by hostile forces, Israel must attempt not only to maintain peace and security but to offer democratic rights to its Jewish, Moslem, and Christian citizens. Jewish and Arab Israelis lives are woven together against this difficult background through complex patterns of commerce and trust. These patterns have been disrupted during the recent hostilities between Israelis and Palestinians. This article presents a window on the Israeli democracy in this turbulent time through in-depth interviews with six Israeli educators, two Jewish and four Arab. They analyze the Israeli democracy and discuss the problems of their own population sectors in particular, giving special attention to the role of education in closing gaps between different groups, increasing trust and understanding, and improving the state of the nation. John Dewey's ideas on democracy and education are used as a framework for analysis. The level of individual interactions between citizens is suggested as significant for the building of trust and the ground-up strengthening of democracy. Suggestions are made for how education can contribute at this level. The author, an immigrant to Israel, adds her own voice as she struggles to balance objectivity with authenticity in this passionately felt arena.   [More]  Descriptors: Foreign Countries, Trust (Psychology), Role of Education, Muslims

Foster, Stuart J., Ed.; Crawford, Keith A., Ed. (2006). What Shall We Tell the Children? International Perspectives on School History Textbooks. Research in Curriculum and Instruction, IAP – Information Age Publishing, Inc.. The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not "our knowledge" born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. Individuals cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious. This book contains: (1) Introduction: The Critical Importance of History Textbook Research (Stuart Foster and Keith Crawford); (2) Defining the Boundaries of "Chineseness": Tibet, Mongolia, Taiwan, and Hong Kong in Mainland History Textbooks (Edward Vickers); (3) Culture Wars: Japanese History Textbooks and the Construction of Official Memory (Keith Crawford); (4) A Gendered National Identity: An Analysis of North and South Korean Textbooks (Misook Kim); (5) Beyond the National and the Transnational: Perspectives of WWII in U.S.A, Italian, Swedish, Japanese, and English School History Textbooks (Jason Nicholls); (6) The Construction of European Identity 1945-Present (Yasemin Soysal); (7) From Evasion to a Crucial Tool of Moral and Political Education: Teaching National Socialism and the Holocaust in Germany (Falk Pingel); (8) Whose History? Portrayal of Immigrant Groups in U.S. History Textbooks, 1800-Present (Stuart Foster); (9) The Islamization of Pakistani Social Studies Textbooks (Yvette Claire Rosser); (10) Reconstructing the Past, Constructing the Future in Israeli Textbooks (Dan Porat); (11) Control through Education? The Politicization of Israeli and Palestinian School Textbooks (Jonathan Kriener); and (12) The Dynamics of History Textbook Production During South Africa's Educational Transformation (Rob Sieborger).   [More]  Descriptors: Foreign Countries, Politics of Education, Textbook Content, Social Systems

Thomas-Breitfeld, Sean (2002). Welfare Reform 2002: Ensuring Fair Treatment and Equal Opportunity in TANF. This paper examines the need to ensure fair treatment in matters relating to the Temporary Assistance for Needy Families (TANF) block grant. The 2002 reauthorization included many key priorities for Latino families, most especially by extending a hand to hardworking immigrants who become unemployed. The paper highlights key civil rights issues, calling on lawmakers to promote equal opportunities for Latino families and help them leave the welfare rolls and get good jobs. Several studies have shown patterns of discrimination against minority TANF recipients. Discriminatory practices limiting Latino families' access to services, work supports, and training programs have arguably contributed to disparate outcomes for families on TANF by race and ethnicity. Evidence points to the need for effective reforms to the TANF program which will protect the rights of all families and ensure that Hispanic mothers have equal opportunities to move off TANF rolls, into stable employment, and out of poverty. A broad coalition of civil rights organizations believes that several strategies will help ensure fair, nondiscriminatory treatment (increased accountability, proper training for TANF personnel, enhanced data collection, modified state plans, and overcoming of language barriers).   [More]  Descriptors: Civil Rights, Equal Opportunities (Jobs), Hispanic Americans, Immigrants

Oliverez, Paz M., Ed.; Chavez, Maria Lucia, Ed.; Soriano, Mayra, Ed.; Tierney, William G., Ed. (2006). The College & Financial Aid Guide for: AB540 Undocumented Immigrant Students, Center for Higher Education Policy Analysis, University of Southern California. Since the passage of California Assembly Bill 540 in 2001, authored by the late Assemblyman, Marco Antonio Firebaugh, more than 5,000 undocumented students in California have had improved financial access to higher education. AB 540 has become a pinnacle in the lives of students, who because of their immigration status, have historically been denied access to financial aid to fund their college education, despite demonstrated academic excellence. Even since the passage of AB 540 in 2001, many undocumented students remain unaware of the law as well as the rights and opportunities available to them in the United States. Through this resource guide the authors hope to inform not only those undocumented students who can benefit from AB 540 but also the counselors, teachers, and other advocates who support them. This guide is the result of a collaborative effort by individuals who work and advocate for students' post secondary access. It provides a comprehensive resource detailing the law, history of relevant legislation, immigration definitions and resources, important information about applying for college, tips on succeeding in college including funding their education, and providing the motivation and examples of students like them who have succeeded. The following are appended: (1) AB 540 Affidavit; (2) California's Four Systems of Higher Education; (3) AB 540 Student College Preparation Timeline; and (4) College Knowledge Glossary. (Contains 1 table and 12 footnotes.) [This resource guide was produced by the AB 540 College Access Network, a collaboration between the Center for Higher Education Policy Analysis (CHEPA) at the University of Southern California, the Salvadoran American Leadership and Educational Fund (SALEF), and Maria Lucia Chavez.]   [More]  Descriptors: Postsecondary Education, College Bound Students, Educational Policy, Undocumented Immigrants

Dustin, Donna; Davies, Liz (2007). Female Genital Cutting and Children's Rights: Implications for Social Work Practice, Child Care in Practice. Female genital cutting (FGC) is an ancient practice that affects girls and young women around the world, defining the identity of women in cultures where it is practiced. FGC is carried out for a range of social and cultural reasons. The United Kingdom as a point of inward migration receives families from countries and cultures where FGC is the norm. Protecting children from FGC in the United Kingdom is addressed through legislation, policy and practice guidance implemented through multi-agency working together to safeguard children. Health, social services, schools and the police need to have a sound knowledge base about FGC in order to ensure the safety of children within their social environment. It is argued that FGC is a children's rights issue, as well as a women's rights issue, because it infringes the right of the child to bodily integrity and to be safe from harm. Professionals should be aware of the importance of their role in proactively preventing this irreversible procedure to which children cannot consent. The concept of social construction of identity is discussed in order to analyse the importance of FGC in cultures where it is part of a tradition and to contribute to strategies to end the practice.   [More]  Descriptors: Females, Childrens Rights, Foreign Countries, Social Environment

2002 (2002). Bordering the Mainstream: A Needs Assessment of Latinos in Berwyn and Cicero, Illinois. The populations of Mexican Americans and other Latinos in Berwyn and Cicero, Illinois–two of Chicago's oldest suburbs–have increased dramatically in the last decade. This needs assessment interviewed 172 people individually and in 19 focus groups. Findings indicate that education, children, and youth were the top priorities for Latinos and non-Latinos, followed by civic participation and political representation, health, immigration, crime, and violence. Respondents felt that more Latino and bilingual school personnel should be hired. Additional daycare was needed, and expanded youth programs would encourage high school completion and help prevent teen pregnancy. Latino youth needs included after-school recreational opportunities that are culturally relevant and welcoming.  Expansion of youth programs could keep young Latinos from joining gangs. Better adult education, such as English-as-a-second-language and GED classes, could facilitate Latinos' integration into a new society. Many saw a need for increased leadership training and capacity building to bolster Latino community organizations. Respondents also supported advocacy and community organizing initiatives, efforts to monitor selected public policies, and diversity awareness programs to increase trust among community residents. Health care needs included services sensitive to the needs of the uninsured and available to immigrants; bilingual and bicultural medical personnel; and initiatives to address teenage pregnancy, domestic violence, and services for disabled children. Immigrants needed legal assistance to understand their rights and responsibilities as well as assistance in becoming U.S. citizens. (Contains many bar graphs and other figures)   [More]  Descriptors: Access to Health Care, Adult Education, Community Attitudes, Community Characteristics

Pacio-Lindin, Dino (1991). Biliterate Immigrants in a Community Setting. Every immigrant has a right to literacy in his native language, but native language literacy alone does not guarantee success. The objective of a program begun in the 1970s in New York City was to develop biliteracy in immigrants so they could start and manage small businesses in the community. Despite a lack of political protection for the community, and despite a gentrification policy and an economic downturn, program participants were motivated to further develop their skills, and they turned to public higher education institutions to fulfill their aspirations. The City University of New York was unsuccessful in establishing a college for this population, but the State University of New York backed the creation of a non-campus, bilingual, biliterate neighborhood college, the Lower East Side Bilingual Unit. In this environment, one-to-one contact with mentors and tutors and fair evaluation of prior knowledge contribute to immigrant student success. Using the student's source of basic needs and aspirations, the wish to succeed in business, as core content facilitates effective learning of English as a Second Language. Development of biliteracy requires development of the bilingual brain, which in turn requires a dialogue of cultures and languages based on mutual respect. True biliteracy needs a true bicultural environment. (MSE) Descriptors: Adult Basic Education, Bilingualism, Business Administration Education, Community Centers

Sinha, Shamser; Uppal, Shruti (2009). Lesser Youth?: Particular Universalisms and Young Separated Migrants in East London, Journal of Youth Studies. While entitlements are often expressed as universal and linked to the rights citizens should have, young people's access to them is shaped by their social positioning, meaning that whether, and in what sense, they are citizens is pertinent. If citizens have access to universal entitlements, does this position certain young people who do not have such access as "lesser youth" because their entitlements are reduced and citizenship diminished or non-existent? This paper examines whether and how young, separated migrants wanting refuge may be positioned as "lesser youth". It draws on a sample of them and multisector professionals examining qualitative data on accessing health care, sexual exploitation and rebuilding lives. The data suggest that the legislative and institutional framework they face militates against their enjoying the "universal" entitlements of citizens. This reflects their positioning as "lesser youth" excluded from the full rights citizens are entitled to. Such a positioning is in large part underpinned by contested notions of nationhood, belonging and entitlement central to communitarian citizenship but which exclude them. We argue that a meaningful citizenship for these youth requires a contestation of restrictive communitarian ideas and practices in ways forwarding a more inclusive and socially just multicultural UK.   [More]  Descriptors: Citizenship, Young Adults, Immigrants, Foreign Countries

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

Hakim, Joy (1994). Reconstruction and Reform. A History of US. Book Seven. Recounting the history of the United States from the end of the Civil War to the social movements of the early 1900s, this book explores the rebuilding of the nation after the Civil War, the growth of urban areas with expanding immigrant populations, the call for women's rights, the organizing of the labor movement, and the spread of inventions such as the telegraph, telephone, and electric lights. Numerous primary documents, photographs, and illustrations highlight the story of this important era in U.S. history. Descriptors: Adolescent Literature, Elementary Education, Primary Sources, Reconstruction Era

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