Bibliography: Immigrant Rights (page 51 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 Mano Candappa, Neeraj Kaushal, Madeleine Arnot, Molly Nance, Sonya Olds Som, Valerie Leiter, Jennifer Lutzy McDonald, Ralph Peratta, Allison A. Howland, and Halleli Pinson.

Brantefors, Lotta (2015). Between Culture and Cultural Heritage: Curriculum Historical Preconditions as Constitutive for Cultural Relations–The Swedish Case, Pedagogy, Culture and Society. The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and 2011 in Sweden are clarified. The analysis of the content is undertaken in two steps: first, as a cultural content offered in education, and second, as an educative content, in order to discuss the fostering potential. This two-step analysis relies on an idea of values companioning the choice of content. Based on the dominating ideas in education, four phases and four discourses are further outlined and discussed, together with the role of and tension between the two dominating values governing cultural relations, namely "the culture of others" and "the cultural heritage". Despite the different rationalities over time, the cultural thinking never goes beyond an unarticulated "we" and a well-defined "them". The conclusion is that the Swedish curriculum is a curriculum of othering, although this has nothing to do with racism and xenophobia. The Swedish curriculum is and always has been an anti-racist project that is strongly anchored in democratic foundations.   [More]  Descriptors: Foreign Countries, Discourse Analysis, Content Analysis, Educational History

Watts, Michael F. (2004). Telling Tales of Torture: Repositioning Young Adults' Views of Asylum Seekers, Cambridge Journal of Education. This paper explores the changing attitudes of a group of young adults towards asylum seekers in the UK. Based on the experience of sixth form students attending a workshop hosted by a former refugee from Pinochet's Chile, it argues for the importance of personal stories and their wider contexts and suggests that each is necessary to enable understanding of the other. The paper addresses the ways in which these students were enabled to confront and contest the populist anti-asylum discourse prevalent in the UK. The deconstruction of socially constructed barriers that had filtered their perceptions of communities beyond their own immediate environment was central to their shift from initial hostility through sympathy to greater understanding. This is analyzed in terms of risk. The paper concludes by acknowledging the power of the dominant discourse on asylum seekers and by suggesting that time must be made for tolerance.   [More]  Descriptors: Foreign Countries, Personal Narratives, Adolescents, Refugees

Morgan, Joyce Vining (2006). Yves: Hope against the Odds, Journal of College Admission. This article relates the story of Jean-Yves Ngabonziza, a full-need international student. During his senior year, on Rwandan National Mourning Day, April 6, 19-year-old Yves spoke to the entire school community for the first time about his past and the past of his native country. He began with the history of central Africa, introduced the factions of the Rwandan conflict, described the genocide ("a civil war that erupted into genocide"), told how it played out and resolved.  It was a remarkably professional presentation, in Yves' fourth language. Yves' education was made possible by the efforts of a Chicago-based Congolese man intent upon establishing a foundation for young Central Africans to be educated in the United States. With the assurance that his organization would provide for Yves' postsecondary education, Yves received a full scholarship package and stipend. The author contends that if individual philanthropists and foundations could match a college offer of a full tuition grant, third-world students would be amply supported–and many colleges can make that offer. If more high schools could prepare third-world students for their colleges, there would be little risk to accepting them to study for the B. A. and beyond. The Congolese scholar placed a number of Rwandan and Congolese young people in various independent boarding schools. Every one of these schools nurtured the international students through culture shock and adjustment to a new academic environment, taught them English and prepared them to flourish in college. All they need, to release their unlimited potential, is continued financial support.   [More]  Descriptors: Foreign Students, Boarding Schools, Culture Conflict, Tuition Grants

Nield, Sophie (2008). The Proteus Cabinet, or "We Are Here but Not Here", Research in Drama Education. In the early nineteenth century, there were three stage illusions in which a magician could cause a person to disappear. In one of these, the Proteus Cabinet, participants would enter a box, and simply vanish. As the designers of the Proteus Cabinet said of them, they were "Here, but not Here." My essay explores this concept in relation to contemporary border politics. The border is a place where you have to appear. To pass through, the border-crosser must simultaneously be both present and represented. That representation has historically taken the form of papers: passports, permits to travel, proofs of nationality, photographs, or verbal accounts of reasons for travel. More recently, this representation has been drawn from the body itself: fingerprints, retinal scans–what Agamben has called the "biometric tattoo." Drawing on the ideas of Giorgio Agamben and Ernst Kantorowicz, and addressing this new concern with the body part as passport, I will argue that the disaggregation of representation and the subject of representation makes it impossible for the border-crosser to appear–the border becomes a machine of disappearance, and makes a person vanish in plain sight. Here, but not Here.   [More]  Descriptors: Foreign Policy, Immigration, Migration Patterns, Refugees

Arnot, Madeleine; Pinson, Halleli; Candappa, Mano (2009). Compassion, Caring and Justice: Teachers' Strategies to Maintain Moral Integrity in the Face of National Hostility to the "Non-Citizen", Educational Review. Refugees commonly have just one remaining identity–that of being stateless and statusless. They represent the ultimate "other in our midst". The humanism of our teachers in helping the children of asylum-seekers and refugees is tested by the state, especially its immigration policy. This paper offers preliminary research findings on teachers' concepts of compassion and their responses to the needs of asylum-seeking and refugee children.   [More]  Descriptors: Altruism, Integrity, Immigration, Refugees

Conde, Carlos D. (2007). Looking Out for Our Country's Illegal Migrants, Education Digest: Essential Readings Condensed for Quick Review. Illegal migrants are a nonentity in the United States, and, to a certain extent, many prefer it that way. They exist in society's netherworld, living under their own code of survival by whatever means they can, since the alternatives are less inviting. Mostly, they struggle. People take advantage of them at every opportunity because they are stateless and mostly defenseless. Many are no more than chattels, the equivalent of slavery that legally ended in the eighteenth century but informally exists in egregious practices by some people and in some industries, particularly agricultural. In 2000, this situation prompted Congress to pass the Trafficking Victim Protection Act, making "involuntary servitude" a crime. Involuntary servitude occurs throughout the United States, wherever illegal migrants are the main work force. The trafficking legislation effectively eliminated the industry's hierarchy, limiting it to bottom-rung labor contractors, who might be the biggest perpetrators but hardly the exclusive offenders.   [More]  Descriptors: Migrants, Slavery, Labor Force, Undocumented Immigrants

Fujii, Sharon (1976). Older Asian Americans: Victims of Multiple Jeopardy, Civil Rights Digest. Reviews information relating to the major sociodemographic characteristics and current circumstances of Asian American elderly in the United States, and concludes that today's elderly Asian Americans encounter major obstacles to full participation in American society. These obstacles have been further aggravated by cultural and language differences. Descriptors: Asian Americans, Census Figures, Demography, Immigrants

Leiter, Valerie; McDonald, Jennifer Lutzy; Jacobson, Heather T. (2006). Challenges to Children's Independent Citizenship: Immigration, Family and the State, Childhood: A Global Journal of Child Research. This article explores how recent federal legislation has increased the extent to which US children's citizenship is dependent upon their parents' citizenship, by contrasting children who are adopted internationally by US citizens and second-generation US children. Two interconnected phenomena are examined: (1) the broader material and theoretical relationships between children's membership in families and the state; and (2) the social, political and economic inequalities that exist between these two groups of child citizens. The article also discusses some practical and theoretical implications of these analyses, regarding the dependence of child citizenship and the multidimensionality of citizenship.   [More]  Descriptors: Federal Legislation, Citizenship, Children, Immigrants

Smiley, Azure Dee; Howland, Allison A.; Anderson, Jeffrey A. (2008). Cultural Brokering as a Core Practice of a Special Education Parent Liaison Program in a Large Urban School District, Journal of Urban Learning, Teaching, and Research. Cultural brokering has been identified as an important skill for practitioners in urban school districts who are attempting to improve connections between home and school. This paper describes an evaluation of the special education liaison program in Indianapolis Public Schools (IPS), a large urban district located in the Midwest. Findings from the evaluation indicated that a substantial part of the liaison's job involved cultural brokering. Qualitative results share service provider voice in describing activities specific to cultural brokering practices. The importance of these activities in urban schools and future research needs are discussed.   [More]  Descriptors: Urban Schools, Research Needs, Special Education, School Districts

Wong, Legan (1976). The Chinese Experience: From Yellow Peril to Model Minority, Civil Rights Digest. Argues that for too long the experiences of the Chinese population in America have been either shrouded in misconception or totally ignored, and that this country must recognize and deal with the issues affecting this community. Learning about Chinese Americans will allow us to reexamine governmental policies towards racial and ethnic groups and begin to make necessary changes. Descriptors: Chinese Americans, Community Characteristics, Employment Opportunities, Ethnic Stereotypes

Nance, Molly (2007). The Landmark Decision that Faded into Historical Obscurity, Diverse: Issues in Higher Education. This article takes a look at the Mendez v. Westminster School District, a landmark case that faded into historical obscurity. In the 1940s, Gonzalo and Felicita Mendez wanted their three children to attend the school nearest their farm, which was the 17th Street Elementary School in Westminster. But in the Westminster, Orange County, El Medina, Santa Ana, and Garden Grove districts, children of Mexican ancestry, even if they were U.S. citizens, were not allowed to attend the "White" schools. As such, the Mendez children were turned away on the basis that they were too dark. As a result, the Mendez family filed a class-action suit in 1945 on behalf of more than 5,000 Mexican American students in Orange County. The outcome of the Mendez case resulted in California becoming the first state in the nation to desegregate its schools. But because, unlike Brown, this case never went before the U.S. Supreme Court, it is not as well known.   [More]  Descriptors: Mexican Americans, Court Litigation, Counties, Hispanic Americans

Som, Sonya Olds; Momblanco, Eileen (2006). The Immigration Reform Debate, Social Education. This article looks at recent government actions that have contributed to the immigration debate, and then considers a number of the key issues: (1) Should the United States grant some sort of legal process, or "amnesty," to undocumented workers already in the U.S. who wish to seek permanent residency and, perhaps, citizenship?; (2) What is the current system for documenting workers and how effectively does it work?; (3) Should the government more vigorously enforce immigration laws?; and (4) Should individuals who claim to have been economically harmed by the hiring of undocumented workers be able to hold employers of those workers liable for monetary damages?   [More]  Descriptors: Immigration, Undocumented Immigrants, Federal Government, Federal Legislation

Kaushal, Neeraj (2006). Amnesty Programs and the Labor Market Outcomes of Undocumented Workers, Journal of Human Resources. I investigate the effect of the 1997 Nicaraguan Adjustment and Central American Relief Act (NACARA) on employment and earnings of undocumented foreign-born men from Nicaragua, Cuba, Guatemala, and El Salvador who were eligible for amnesty under the Act. I find that NACARA had a modest effect on the employment of these men; raised their real wage by 3 percent and weekly earnings by 4 percent. Estimates show that NACARA raised the wage of the target group without a high school degree by a statistically insignificant 1 percent and of those with high school or higher education by a statistically significant 5 percent.   [More]  Descriptors: Foreign Countries, Federal Legislation, Labor Market, Foreign Workers

Educational Foundations (2007). Students Informing Now (S.I.N.) Challenge the Racial State in California without Shame…"SIN Verguenza!". On a cold and wet Friday night in January of 2006, thirteen undergraduate students gathered together in a small room on campus at the University of California, Santa Cruz (UCSC) to found Students Informing Now (S.I.N.). S.I.N. was created to support the AB 504 students, labeled in this country as "illegal aliens." Inspired by Paulo Freire's philosophy of popular education, the organizers used an activity called "the flower" to develop their organizational mission and vision statement. This article seeks to show how S.I.N. serves as a vehicle that makes it possible for undocumented students to engage in the growing youth-led movement for greater educational access and equity. This article illustrates how S.I.N. works as a safe space, where testimonies and the creation of trust enable SINistas (members of S.I.N.) to speak freely about their experiences without fear of being judged and without shame. Thus, S.I.N. provides a zone of safety, enabling undocumented students to develop a political identity as AB 540 students. Drawing from the work of Latina feminists (e.g., Dyrness, 2006; Villenas, 2001), this article argues that the students' collective political resistance is made possible, in part, because of the personal transformation that occurs within the context of S.I.N.   [More]   [More]  Descriptors: Undergraduate Students, Undocumented Immigrants, Access to Education, Popular Education

Peratta, Ralph (1978). Don Giamatti and the Polish Joke: Americans of Eastern and Southern European Background Rebel against Stereotyping, Civil Rights Digest. White ethnic Americans have not achieved status commensurate with their economic and educational achievements because of bigotry. Bias against these ethnic groups permeates all levels and places in American society. Descriptors: Ethnic Groups, Ethnic Stereotypes, Immigrants, Italian Americans

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *