Bibliography: Immigrant Rights (page 24 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 Naomi Flynn, Laureen Laglagaron, Joan Kowal, Washington United States Catholic Conference, Michael Fix, Keith Hefner, Edward B. Fiske, Jennifer Truran Rothwell, M. Donald Thomas, and Helen F. Ladd.

Simich-Dudgeon, Carmen (1993). Review of "Hold Your Tongue: Bilingualism and the Politics of English Only," by James Crawford, Bilingual Research Journal. Reviews a book that documents the rise of the English-only movement in the 1980s and examines historical and sociocultural factors shaping the movement, potential effects of an official language on constitutional rights of language minorities, anti-immigrant sentiments and America's obstinate monolingualism, and the ongoing battle for equal rights and equal education by Mexican Americans in the Southwest. Descriptors: Bilingual Education, Bilingualism, Civil Rights, Democratic Values

Rothwell, Jennifer Truran (1998). The Rights of Refugees, Social Education. Traces the development of the idea of refugees as distinct from other immigrants. Elaborates on the evolution of a definition of "refugee;" the impact of World War I, World War II, and subsequent population movements; codification of refugee rights by the United Nations; and the process of seeking asylum. Descriptors: Civil Liberties, Civil Rights, Definitions, Demography

Flynn, Naomi (2015). Teachers' Habitus for Teaching English, English in Australia. In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland's entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations and teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers' interview data. This supports a level of interpretation that allows us to see how teachers' practice and the teaching of English are formed by schools' and teachers' histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers' practice are made apparent.   [More]  Descriptors: Social Capital, English (Second Language), Second Language Learning, Multilingualism

Hunter, James; Howley, Craig B. (1990). Undocumented Children in the Schools: Successful Strategies and Policies. ERIC Digest. This ERIC digest reports the background effects, and implications of Plyler v. Doe, a 1982 U.S. Supreme Court ruling guaranteeing the right of undocumented immigrant children to attend public school. The document is divided into five parts. "Background of the Plyler Case" describes the Plyler v. Doe ruling and the Texas law that the Court held to be unconstitutional under this ruling. "Undocumented Children in the United States" describes the everyday difficulties experienced by undocumented children and their families. "Access: Students' Rights and Schools' Responsibilities" describes how and why state residency requirements cannot be used to deny public education to undocumented children and emphasizes that school staff should be aware of these students' rights. "What Should School Staff Do?" describes practices schools should avoid regarding undocumented students, and makes recommendations regarding their proper treatment. "The Bottom Line" emphasizes how staff sensitivity can foster the atmosphere of acceptance and trust that undocumented students need. This digest includes 10 references.   [More]  Descriptors: Access to Education, Court Litigation, Elementary Secondary Education, Equal Education

Fix, Michael; Laglagaron, Laureen (2002). Social Rights and Citizenship: An International Comparison. This paper examines policies regarding access to social benefits and the labor market in nine representative liberal industrialized democracies. Five are self-consciously nations of immigration: the United States, Canada, Australia, Israel, and France. Four are de-facto immigration nations within the European Union (EU): Germany, the Netherlands, Austria, and Britain. The countries reflect substantial variation in size and character of immigration flows, as well as differing regimes of access to both the social welfare state and labor market and approaches to granting citizenship. This analysis focuses on legal or tolerated immigrants. After section 1, "Introduction," section 2, "Access to Public Benefits: General Policy Trends," discusses the path to permanent status; rationing benefits by citizenship in the United States, Austria, and Britain; indirect bars to benefits; restrictions to contributory benefit programs; and whether rationing by citizenship makes good policy. Section 3, "Rationing Access to the Labor Market on the Basis of Citizenship," discusses public sector employment, private sector employment, and self-employment. Section 4 focuses on "Is Citizenship Enough? Antidiscrimination Policies." Section 5, "Policy Recommendations," offers five recommendations. An appendix presents summary tables (benefit eligibility by country). (Contains 63 references.)   [More]  Descriptors: Citizenship, Foreign Countries, Immigrants, Immigration

Ladd, Helen F.; Fiske, Edward B. (2009). The Dutch Experience with Weighted Student Funding: Some Lessons for the U.S. Working Papers Series. SAN09-03, Sanford School of Public Policy. Policy makers and educators in the U.S. have recently shown considerable interest in the concept of weighted student funding (WSF) as a means of financing primary and secondary schools. WSF appeals both to conservatives, who see it as a way to promote parental choice and school autonomy, and to progressives, who are attracted by the call of extra funds for challenging-to-educate students. This paper draws lessons for the U.S. from the Netherlands, which has long experience with WSF. We find that, while WSF has succeeded in directing significant amounts of additional funds to primary schools serving educationally disadvantaged pupils, this policy has been shaped by contextual factors that differ in important respects from those in the U.S. These include a deeply embedded right to parental choice, a centralized funding system, a political system that fosters policy stability, and a national value system that accepts pluralism and encourages tolerance and fairness.   [More]  Descriptors: School Choice, Educationally Disadvantaged, Foreign Countries, Social Values

United States Catholic Conference, Washington, DC. (1996). Who Are My Sisters and Brothers? Reflections on Understanding and Welcoming Immigrants and Refugees. The essays in this collection are presented as reflections to accompany an educational guide on the response of the Catholic Christian to immigrants and refugees. The following essays are included: (1) "Refugees Today: Rescue or Containment?" (Richard Ryscavage); (2) "Catholic Church Teachings and Documents Regarding Immigration: Theological Reflection on Immigration" Michael A. Blume); (3) "The Rights of People Regarding Migration: A Perspective from Catholic Social Teaching" (Kenneth R. Himes); (4) "Immigrants, Catholics, and the Making of the American People" (William A. Barbieri, Jr.); (5) "United States Immigration and Refugee Policy: The Legal Framework" (Wendy Young); and (6) "Immigrant Families in Cultural Transition" (Gelasia Marquez Marinas). (Contains 29 references.) Descriptors: Adult Education, Catholic Educators, Catholic Schools, Catholics

Hefner, Keith (1998). Youth Rights, Social Policy. Contrasts the youth movement of the 1960s with the position of young people today, when there are no comparable mass-based movements of youth struggling for social change. Young people today exercise power as consumers and through peer networks rather than through political power. Attacks on immigrants and affirmative action may awaken young people's latent social conscience. Descriptors: Affirmative Action, Attitudes, Immigrants, Immigration

Kowal, Joan; Thomas, M. Donald (2002). What's Right with Public Education. Fastback 501. This document describes how public education has been a tremendous success for millions of children. It outlines the crucial role played by public education and how, in many cases, public schools are the only place where children receive care, sustenance, safety, and the opportunity to learn. The grand American tradition of public education began with Jefferson's ideal of an aristocracy based on talent and not on inherited wealth and privilege. Ever since its inception, this grand tradition of public education has undergone significant changes. It has been a crucial part of the immigrant experience, allowing the children of first-generation Americans to achieve a level of success that would not have been possible in their native countries. Indeed, education has produced a level of social mobility that is unmatched in most countries. It is public education that helps create a shared culture that is essential in any democracy. Public education also nurtures the financial health of any society and leads to the betterment of those who take full advantage of education's offerings. But education has come under full attack in the last 20 years, and although public education faces many challenges, its detractors fail to appreciate its many strengths and how it has shaped our culture. (Contains 10 references.) Descriptors: Democratic Values, Educational Benefits, Elementary Secondary Education, Public Education

Schupbach, Doris (2009). Testing Language, Testing Ethnicity? Policies and Practices Surrounding the Ethnic German "Aussiedler", Language Assessment Quarterly. "Aussiedler" are ethnic Germans from the former Soviet Union and other Eastern European countries who are granted the right to resettle in the Federal Republic of Germany (FRG) if they can provide evidence of German ancestry, attachment to the German language and culture, and ongoing assertion of German ethnicity. This article outlines the policies, legislation, and practices the German authorities have adopted to deal with these people. In particular, it describes and analyses the role assigned to the German language and the language testing practices involved in the recognition process. It summarizes the criticisms that this "language test" has attracted and discusses how it reflects or contradicts ideologies of language, ethnicity, and national identity.   [More]  Descriptors: Ethnicity, Nationalism, Testing, Language Tests

Moreno, Kriztyan Alberto (2011). Three Questions, Harvard Educational Review. In this article, the author describes his experiences as a Mexican living "illegally" in the United States and how Esperanza Community Collegial Academy has given him a second chance to find himself and his place in this world. At Esperanza he is part of a program that promotes higher education, MEXA (Movimiento Estudiantil Xicano de Aztlan). He is also part of the student council. Through MEXA he has learned that he is a human above anything. He has the natural right to educate himself. He is free to migrate to wherever he wishes. He has learned about his ancestors, who were here over thirty thousand years ago versus the last six hundred years of colonization. This has helped him rethink what it means to be illegal. Because MEXA has helped him learn about where he comes from, he now knows where he's going. However, all of this means nothing without the will to move forward in order to make a difference. Education is slowly helping him relinquish these chains with which society has tied him down.   [More]  Descriptors: Higher Education, Undocumented Immigrants, Individual Development, Educational Experience

Petronicolos, Loucas; New, William S. (1999). Anti-Immigrant Legislation, Social Justice, and the Right to Equal Educational Opportunity, American Educational Research Journal. Presents a contextual analysis of policies seeking to exclude illegal immigrant youth from public education and the related legal standards, focusing on social justice and the equality issues that are raised by the exclusion of any group of children from educational opportunity. Advances the thesis that every individual's interest in meaningful public education is fundamental. Descriptors: Children, Childrens Rights, Elementary Secondary Education, Equal Education

Gonzalez, Maria Luisa; Huerta-Macias, Ana (1997). Mi Case Es Su Casa, Educational Leadership. Profiles Lina Gomez, a social worker and Title I case manager who works in a Southwest border town and helps immigrant families obtain food and clothing, understand their legal rights, review rental and employment contracts, utilize Head Start services, and deal with arrest and deportation processes. The rationale for educating undocumented children is based on moral implications, guaranteed legal rights, and economic ramifications. Descriptors: Child Advocacy, Elementary Secondary Education, Family Programs, Immigrants

Chang, Hedy Nai-Lin (1990). Newcomer Programs: Innovative Efforts to Meet the Educational Challenges of Immigrant Students. This report provides an in-depth review of the "newcomer program phenomenon" and is designed to promote discussion of how schools can best educate and safeguard the rights of immigrant children. Through telephone interviews and site visits, the report presents data on the characteristic features of existing newcomer programs, the demographic realities that led to their creation, and how a whole host of factors affect program development. Additionally, program design and policies are reviewed covering such areas as program structure, exit policies, class size, curriculum, language of instruction, teacher selection, staff development, and program evaluation. To date, at least 17 districts have responded to the influx of newcomers by creating programs designed specifically to meet their academic and adjustment needs. Based on their experiences, several program elements are identified, including (1) a comprehensive and centralized intake process, (2) clear entrance criteria, (3) strictly enforced exit criteria, (4) a dynamic curriculum, (5) the use of curricular and extracurricular activities, (6) teachers equipped to work with newcomers, (7) bilingual support staff, (8) professional assistance for teachers and staff, and (9) administrators at all levels who understand the needs of newly arrived immigrants. Appendices contain the investigation methodology, interview guide, and newcomer program contacts.   [More]  Descriptors: Cultural Literacy, Educational Planning, Educationally Disadvantaged, Elementary Secondary Education

Holmes, David G. (2007). The Civil Rights Movement According to "Crash": Complicating the Pedagogy of Integration, College English. In this article, the author talks about a critically acclaimed movie "Crash" and what it reveals pedagogically about the paradoxical legacies of the grand experiment in radical democracy. Written and directed by Paul Haggis, "Crash" inundates the viewer with a barrage of the most condescending racial and ethnic insults, which peak curiously toward several comic moments. Moreover, the movie exposes a popular audience to the tacit but critical nexus between migration and immigration narratives, the historical clash between native-born and foreign-born peoples of color for geographical territory as well as the socially constructed territories of identities. For all of the accolades the movie received–for its originality, penchant for satire, and trenchant social commentary–there remains much to criticize as well, including plot contrivances and witty dialogue that quickly wanes to redundant one-liners. More significantly, several reviews have sought to associate the film with or dissociate it from the civil rights movement. In teaching courses on civil rights literatures and rhetorics, the author uses the film to explore the complicated interpersonal, social, and political legacies of the movement. Here, the author shares some snapshot observations he has after viewing the film.   [More]  Descriptors: Democracy, Civil Rights, Films, Immigrants

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