Bibliography: Immigrant Rights (page 50 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 Flore Zephir, Daniela Sime, Robert S. Catz, Christina L. Sisk, Howard B. Lenard, Joan Forbes, E. Doyle Stevick, Susana Maria Munoz, Arlington Educational Research Service, and Kara D. Brown.

Keremidchieva, Zornitsa (2013). The Congressional Debates on the 19th Amendment: Jurisdictional Rhetoric and the Assemblage of the US Body Politic, Quarterly Journal of Speech. Through its analysis of the rhetorical means by which the US Congress overcame jurisdictional objections to federal action on the issue of woman suffrage, this essay argues that the stasis of jurisdiction operates as a mode of assemblage of discourses, institutions, and populations. In Congress, the woman suffrage issue helped re-organize federal and state prerogatives over the management of racial and ethnic relations at home and US leadership abroad. Thus, from a governmental perspective women did not emerge as constituents but as tools of public policy. As a legislative precedent, the 19th Amendment debates prompt critical attention to the particular constraints that the discourses of state institutions pose for feminist political change.   [More]  Descriptors: Federal Government, Legislators, Federal Legislation, Constitutional Law

Manzano-García, Beatriz; Fernández, María Tomé (2016). The Inclusive Education in Europe, Universal Journal of Educational Research. One of the phenomena that is of most concern to educational policy in Europe is immigration due to the fact that this is the source of new educational needs. This research looks at how European educational legislation deals with this topic. For this intercultural values that make inclusive education will be evaluated, we will analyze intercultural values in 32 laws. The qualitative analysis will be through the Atlas software IT using a system of categories previously validated. Among the most important conclusions drawn we can point out that all countries transmit intercultural values in their educational laws. Moreover, the most transmitted values are the primary intercultural values, (social, moral and transcendental ones).   [More]  Descriptors: Inclusion, Educational Policy, Computer Software, Laws

Forbes, Joan; Sime, Daniela (2016). Relations between Child Poverty and New Migrant Child Status, Academic Attainment and Social Participation: Insights Using Social Capital Theory, Education Sciences. Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in poverty, migrant child status, and academic under-attainment. The study draws on social capital and intersectionalities theory to explore some of the power and knowledge relations that are effects of policy statements. The paper concludes by suggesting that addressing the issues of poverty and educational under-attainment, including for migrant children, requires a policy strategy beyond education. Disconnections across social, cultural, and economic child policy need to be redesigned in order to change the very real socio-economic-cultural-political relations which policy produces; these relations can lead to either high levels of social participation and potential academic attainment of new arrival children or to their social exclusion. Accordingly, knowledge practices aiming to improve the socio-economic-cultural-political inclusion of migrant children make central the conditions and experiences constitutive of new migrants' lived social lives.   [More]  Descriptors: Social Capital, Immigrants, Educational Attainment, Poverty

Dyrness, Andrea; Sepúlveda, Enrique, III (2015). Education and the Production of Diasporic Citizens in El Salvador, Harvard Educational Review. In this article, Dyrness and Sepúlveda argue that in El Salvador, young people are participants in a diasporic social imaginary that connects them with Salvadorans and other Latinos in the United States–before they have ever left the country. The authors explore how this transnational relationship manifests in two school communities in San Salvador: a private school long recognized as a gateway to the elite and a public school serving one of the most violent and impoverished urban marginalized communities in San Salvador. Focusing on two different contexts of socialization–"homeboy" expressive culture and school-based English instruction–they argue that both groups of students were experiencing contradictory forces of cultural socialization that are characteristic of the diaspora.   [More]  Descriptors: Foreign Countries, Hispanic Americans, Private Schools, Violence

Murillo, Marco A. (2017). The Art of the Reveal: Undocumented High School Students, Institutional Agents, and the Disclosure of Legal Status, High School Journal. For many undocumented youth, the end of high school and transition to adulthood is the first time they grapple with being undocumented. Given the negative social stigma attached to being undocumented, many youth may hesitate to reveal their legal status to a teacher or other school personnel. The purpose of this study was to identify the contexts in which undocumented high school students disclose their legal status to staff in an urban, California public school. It also examined the way educators manage students' information after learning about their legal status. This study employed ethnographic methods. Observations were conducted in the college and career center and semi-structured interviews were held with undocumented students and educators. Findings indicate four social contexts and circumstances where undocumented students revealed their legal status to adults: within longstanding relationships based on trust, when seeking support, in the course of formal interactions and querying, as well as in informal interactions. The data also demonstrates the uncertainty among educators in the management and protection of students' information. The findings have implications for practice.   [More]  Descriptors: High School Students, Undocumented Immigrants, Self Disclosure (Individuals), Elementary Secondary Education

Zephir, Flore (1997). Haitian Creole Language and Bilingual Education in the United States: Problem, Right, Or Resource?, Journal of Multilingual and Multicultural Development. Examines the issue of meaningful education for Creole-speaking students, particularly Haitians, in the context of U.S. bilingual programs. The discussion focuses on the home language, Creole, as it is used in the school system and what the value is attached to it in an attempt to provide these students with effective instruction. (41 references) Descriptors: Bilingual Education, Creoles, Elementary Secondary Education, Ethnic Groups

Educational Research Service, Arlington, VA. (1982). Supreme Court Decision on Right to an Education: The Case of Illegal Alien Children, "Plyler v. Doe". ERS School Research Forum. Reproduced here are the text of the 1982 Supreme Court decision "Plyler v. Doe" and its companion cases, "In Re Alien Children Litigation." An introductory statement explains that in this opinion the Court struck down a Texas law prohibiting tuition-free education for children of illegal aliens, on the grounds that education performs a pivotal role in sustaining political and cultural heritage and must be made available to all on equal terms. The introduction also highlights Justice Brennan's statement that significant social costs must be borne by the nation when select groups are denied the means to absorb the values and skills upon which the social order rests. Also highlighted in the introduction is the dissenting opinion, in which Chief Justice Burger wrote that in striking down the Texas statute the Court was assuming a policy-making role in which it trespassed on the functions of other branches of government. The text of the decision is presented in full with important points highlighted by double lines in the margins. An appendix provides information on the estimated number of illegal aliens in this country and provides sections of the Constitution relevant to the case. Descriptors: Access to Education, Constitutional Law, Court Litigation, Elementary Secondary Education

Sisk, Christina L. (2009). Toward a Trans(National) Reading of Ramon "Tianguis" Perez's "Diario de un mojado", Aztlan: A Journal of Chicano Studies. In Ramon "Tianguis" Perez's "Diario de un mojado", Perez identifies primarily as a "mojado" and a "macuiltianguense" (a person from San Pablo de Macuiltianguis, Oaxaca). The concept of community as elaborated in the diary incorporates macuiltianguenses on both sides of the border. This essay argues that Perez's transnational community must be understood within a framework that addresses both Mexican and U.S. national identities and nation-states. Although the main focus is "Diario de un mojado", the essay also includes a brief analysis of "Diary of a Guerrilla" as a way to place Perez's migration into context. In these texts, Perez does not undo national identities completely; rather, he dialogues with the dominant discourse of "mexicanidad" because he sees that it comes into conflict with his indigenous Zapotec identity, and he specifically rejects a U.S. national identity. The processes that Perez describes can be considered postnational, but one of the objectives of this essay is to question the "post" in postnational.   [More]  Descriptors: Civil Rights, Nationalism, Novels, Ethnicity

Munoz, Susana Maria; Maldonado, Marta Maria (2012). Counterstories of College Persistence by Undocumented Mexicana Students: Navigating Race, Class, Gender, and Legal Status, International Journal of Qualitative Studies in Education (QSE). This paper draws from four sets of four in-depth interviews and one subsequent focus group to examine how undocumented Mexicana students navigate identities and the meanings of race, gender, class, and legal status. We mobilize a critical race theory framework to center and explore the content of students' counterstories. While majoritarian stories perpetuate stereotypical narratives that portray communities of color as culturally deficient, counterstorytelling creates a space for exposing and resisting hegemonic narratives in the home, community, and college settings. We argue that, through counterstories, Mexicana students are able to develop a positive self-image that allows them to hang on to their academic aspirations, to persist in college, and to envision and pursue the possibility of success. We look at how undocumented Mexicana students' narratives also reproduce and/or reinscribe elements of oppressive discourses of race, class, and gender in the contemporary USA. We consider some implications of our discussion of counterstories for educational theory and policy.   [More]  Descriptors: Academic Persistence, Racial Bias, Focus Groups, Civil Rights

Jefferies, Julián; Dabach, Dafney Blanca (2014). Breaking the Silence: Facing Undocumented Issues in Teacher Practice, Association of Mexican American Educators Journal. This conceptual article addresses the need for educators to interrupt status-quo silences surrounding the role of immigration status in schools–an issue that disproportionately impacts Latina/os. In this article we: (a) articulate the need for teacher education to address the impact of undocumented status in school settings; (b) present ethnographic vignettes of teachers who navigated these issues drawing from two qualitative studies; (c) synthesize understandings related to teaching undocumented youth; (d) highlight emerging areas of focus based on our research; and (e) outline continuing tensions in how teachers address documentation status. This article serves as an entry-way to bridge the lived circumstances of undocumented youth in schools, teacher practice, and aspirations for more equitable schooling.   [More]  Descriptors: Undocumented Immigrants, Ethnography, Vignettes, Qualitative Research

Disler, Mark R. (1987). Statement of Mark R. Disler, Deputy Assistant Attorney General, Civil Rights Division before the Committee on the Judiciary, United States Senate Concerning Implementation of the Immigration Reform and Control Act of 1986. This statement discusses the activities of the Special Counsel for Immigration-Related Unfair Employment Practices, within the Department of Justice. The Counsel was created as part of the Immigration Reform and Control Act of 1986, which prohibits certain forms of discriminatory employment conduct. The Counsel receives charges of discrimination filed by private parties or Immigration and Naturalization Service Officers, and determines whether the charges warrant filing an administrative complaint. This report describes the types of cases that come under the jurisdiction of the Special Counsel in the Department of Justice. The Act applies to regular, repeated, and intentional activities of discrimination, and was added to the Immigration Act because of legislators' fears that employers would use the other provisions of the Act to discriminate against anyone "foreign-looking."   [More]  Descriptors: Civil Rights Legislation, Compliance (Legal), Equal Opportunities (Jobs), Federal Legislation

Catz, Robert S.; Lenard, Howard B. (1979). Federal Pre-Emption and the "Right" of Undocumented Alien Children to a Public Education: A Partial Reply, Hastings Constitutional Law Quarterly. In "De Canas" the Supreme Court removed the spectre of preemption on the basis of an obscure notion of implied congressional intent, leaving only objective factors to be applied. Available from William S. Hein & Co., Inc., 1285 Main Street, Buffalo, NY 14209.   [More]  Descriptors: Federal Legislation, Federal State Relationship, Illegal Immigrants, State Legislation

Stevick, E. Doyle; Brown, Kara D. (2016). Internationalising Colleges of Education through the Dialectic of the Global and the Local? A Perspective and Possible Pathways from the American South, Intercultural Education. Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students' resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for colleges of education, where higher education internationalisation policies have the greatest potential to expand the perspectives of public school students. This article uses three cases drawn from the authors' teaching and local service initiatives to illustrate the educational potential for future teachers and school administrators of working to broaden students' perspectives through a "dialectic of the global and the local".   [More]  Descriptors: Schools of Education, Global Approach, Place Based Education, Preservice Teacher Education

Rook, Brian W. (2013). LULAC: Mexican-American Adult Learning, Collectivism, and Social Movement, Journal of Adult Education. The development of the League of United Latino American Citizens (LULAC) is often viewed as a method of cultural assimilation through adult education. However, LULAC can be viewed through a collectivist's lens wherein the members established a shared philosophy, teaching adults to mobilize and expand their cause quickly and effectively. The social movement that followed the collectivist expansion employed campaign tactics, variable of performance, and displays of worthiness, unity, numbers, and commitment. The combination of a collectivist philosophical paradigm and calculated social movements contributed to the long-term establishment and success of the organization.   [More]  Descriptors: Mexican Americans, Adult Learning, Collectivism, Social Change

Devine, Dympna (2013). "Value"ing Children Differently? Migrant Children in Education, Children & Society. This paper considers dilemmas around "value" and the "valuing" of children and childhood(s) in schools. I argue that in neo-liberal contexts, processes of children's identity making become aligned with the idea of the corporate citizen–value and worth derived from the capacity to produce, excel, self-regulate as well as consume in an ever expanding marketplace. Taking the positioning of migrant children as an exemplar, the paper explores the tensions in pedagogic practices between the valuing of migrant children and their "added value" that is communicated through spheres of re/action in schools. The paper argues for education that is radical and strategic; careful and nurturing. In its absence, being valued differently involves reproducing negative patterns in a circular dialectical loop that naturalises under achievement of migrant children and other children at risk, to deficiencies in culture and identity.   [More]  Descriptors: Migrant Education, Social Values, Social Attitudes, Foreign Countries

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