Bibliography: Immigrant Rights (page 01 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 Christiana Karousiou, Melanie Harner, Patricia Gandara, Christina Hajisoteriou, Gary Orfield, Panayiotis Angelides, Luis J. Kong, Gina Adams, K. Wayne Yang, and Kip Austin Hinton.

Jones, Plummer Alston, Jr. (2012). The Awakening of the Social Conscience: Jane Maud Campbell, 1869-1947, Library Quarterly. Jane Maud Campbell's career demonstrated her commitment and passion for library services with immigrants and minorities as one of the first advocates for multiculturalism in librarianship. She began her career working in the Newark Public Library and soon was employed as the librarian of the Passaic Public Library. She was the first woman employed by a state library commission to serve the needs of immigrants in Massachusetts. A prolific writer and champion of immigrants' rights within the American Library Association, she served for a brief time on the ALA Committee on Work with the Foreign Born in its initial years. She spent the later years of her career as a public librarian in Lynchburg, Virginia, during a period of segregation in the South. She worked around the edges of the law to make library service available to the African American community of Lynchburg.   [More]  Descriptors: African American Community, Cultural Pluralism, Government Libraries, Public Libraries

Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis (2017). Mapping Cultural Diversity through Children's Voices: From Confusion to Clear Understandings, British Educational Research Journal. This research examines children's conceptualisations of cultural diversity. In particular, this project examines the following two research questions: how do children define and understand the concept of cultural diversity; and what do they perceive as the implications of cultural diversity on their daily lives? To this end, interviews were carried out with 40 (immigrant and native) students, aged 11 to 12, at five primary schools in Cyprus, which presented high concentrations of immigrants. On the basis of our analysis of the data, the participant children appeared to perceive cultural diversity in terms of two contrasting perspectives. On the one hand, they viewed cultural diversity in terms of the cultural-deficiency perspective. Such perceptions stemmed from the model of monoculturalism implying the need to assimilate the culturally "different" in order to counteract the negative consequences of cultural diversity. On the other hand, the same children also perceived cultural diversity in terms of cultural celebration. To this end, some children drew upon the model of multiculturalism to define cultural diversity as a culture-enriching and culture-celebrating process, pointing to folkloristic activities including traditional music, dance and food. Nonetheless, few of the participant children–both Cypriot and immigrant–defined cultural diversity in terms of the model of interculturalism, pointing to the intercultural exchange that stems from 'real' friendship development between natives and immigrants, equality of rights and inclusion. As the participant children appeared to confuse the meanings and languages of cultural diversity, this paper concludes with suggestions on teacher practices to "crystallise" children's views.   [More]  Descriptors: Cultural Differences, Ethnic Diversity, Interviews, Elementary School Students

Yang, K. Wayne (2007). Organizing MySpace: Youth Walkouts, Pleasure, Politics, and New Media, Educational Foundations. While the major urban centers around the country were flooded by millions of protesters demanding immigrant rights in March 2006, the San Francisco Bay Area remained relatively quiet. A coalition of organizers, including Centro Legal de la Raza, Deporten A La Migra, and the Bay Area Immigrant Rights Coalition mobilized a one-week hunger strike, creating media visibility and political pressure despite their smaller numbers. On the morning of March 27th, 2006, a throng of organizers broke camp and prepared to march to U.S. Senator Dianne Feinstein's office to demand changes to the bill being constructed by her senate committee. Eventually, thousands of people including teenagers closed down Market Street, the main thoroughfare through downtown San Francisco, to rally in front of Senator Feinstein's office. Youth played a large role in organizing for immigrant rights in cities throughout the country, but in San Francisco they became the critical mass necessary for a significant mobilization. This article explores the nature of "fast organizing" among youth made possible through the advent of new media, particularly instantaneous text messaging and virtual communities formed in cyberspace. However, this study affords an analysis of not just new media, but of the contemporary terrain of youth organizing and popular culture.   [More]   [More]  Descriptors: Popular Culture, Legislators, Immigrants, Computer Mediated Communication

Gandara, Patricia; Orfield, Gary (2012). Why Arizona Matters: The Historical, Legal, and Political Contexts of Arizona's Instructional Policies and U.S. Linguistic Hegemony, Language Policy. The United States is home to the largest number of immigrants of any nation (United Nations 2006). In 2005, 38.5 million residents of the U.S. were foreign born. As a result, an increasing number of children in the public schools are either immigrants or the children of immigrants: more than one of every five. Most of these children come from homes in which English is not the primary language spoken, and more than half at any one time are designated as English learners (or ELs), that is, they do not speak enough English to allow them to succeed in the mainstream English classroom. Importantly, however, about 75% of these students speak Spanish and while there is an increasing dispersion of immigrants across the U.S., still most are concentrated in particular areas such that a number of instructional options are often possible. Nonetheless, the U.S., like many other immigrant nations has struggled to find appropriate ways to incorporate these students into the public schools and to help them to become successful learners. Much of this quest has been shaped by legal and political battles over the rights of immigrants and English learners. Although there were major initiatives in the U.S. Congress and the courts in the 1960s and 1970s, there has been little policy coherence since that time.   [More]  Descriptors: Public Schools, Court Litigation, Second Language Learning, Immigrants

Nájera, Jennifer R. (2015). Unauthorized Education: Challenging Borders between Good and Bad Immigrants, Association of Mexican American Educators Journal. This article presents a case study that examines how undocumented youth reject notions that, as students, they are more deserving of state-granted rights (e.g., citizenship, but also temporary rights through DACA). It highlights the use of what I call undocumented pedagogy as a form of everyday activism for greater immigrant rights. This unauthorized pedagogy largely takes place outside of the classroom and disrupts traditional hierarchies within education. Through offering informational workshops and providing personal testimonies among other educational activities, undocumented students in this study aim to: 1) broaden access to rights for the larger undocumented immigrant community and 2) challenge negative preconceived notions about undocumented immigrants among citizens. These are key elements to moving forward the struggle for immigrant rights.   [More]  Descriptors: Case Studies, Undocumented Immigrants, Access to Education, Civil Rights

McNamara, Tim (2009). Australia: The Dictation Test Redux?, Language Assessment Quarterly. In its late colonial history and early years as an independent nation, Australia practised a policy of ruthless exclusion of immigrants on the basis of race by means of a language test: the notorious Dictation Test. In the 50 years following World War II, Australia adopted policies encouraging immigration with bipartisan political support. However, following the election of John Howard as Prime Minister in 1996, immigration was again politicised in the context of the emergence of an anti-immigrant right wing populist movement, which threatened Howard's political base. This, plus the security anxieties following 9/11 and heightened intergroup tensions within Australia itself, led to a renewal of discourses of national belonging and exclusion. One result was the introduction of a new linguistically demanding citizenship test in 2007, again with bipartisan support. The role of language testers in the light of such policy developments is considered.   [More]  Descriptors: Verbal Communication, War, Language Tests, Language Role

Menard-Warwick, Julia (2009). Comparing Protest Movements in Chile and California: Interculturality in an Internet Chat Exchange, Language and Intercultural Communication. This paper is based on an analysis of chat transcripts from an English-language telecollaboration project between students at universities in Chile and California. This research found that the richest intercultural interactions involved events that could not have been foreseen: the immigrant rights demonstrations in the USA and the massive student protests in Chile in May of 2006. Through a discursive analysis of the chat transcripts in which participants compared these two protest movements, this paper elucidates the linguistic resources through which intercultural attitudes, knowledge, skills, and critical cultural awareness were constructed.   [More]  Descriptors: Cultural Awareness, Foreign Countries, Comparative Analysis, Intercultural Communication

Kong, Luis J. (2010). Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators, New Directions for Adult and Continuing Education. In this chapter, the author will explore the significance of race from a social constructionist perspective. He will focus on immigration laws and on examples of legal cases that have set the stage for current definitions of whiteness and racial identification. A community-based transformational organizing model will be presented. The model will be explained by describing the challenges and educational strategies used by an immigrant rights organization in dealing with federal and local law enforcement agencies that were in the process of shifting unauthorized immigration from a civil to a criminal offense. The conclusion of this chapter will reflect on how and in what ways this transformative, organizing approach involves relational and contextual dialogue to build a community of learners through action.   [More]  Descriptors: Educational Strategies, Race, Law Enforcement, Immigration

Hooghe, Marc; Wilkenfeld, Britt (2008). The Stability of Political Attitudes and Behaviors across Adolescence and Early Adulthood: A Comparison of Survey Data on Adolescents and Young Adults in Eight Countries, Journal of Youth and Adolescence. The persistence of adolescents' political attitudes and behaviors into adulthood is a perennial concern in research on developmental psychology. While some authors claim that adolescents' attitudinal patterns will remain relatively stable throughout the life cycle, others argue that the answers of adolescents in political surveys have but a limited predictive value for their future attitudes and behaviors. In this article, we tackle this question on an aggregate level, by comparing survey data for 14, 18 and 18 to 30 year old respondents from eight European countries (n = resp. 22,620; 20,142 and 2800). We examine political trust, attitudes toward immigrants' rights and voting behavior. The analysis suggests that country patterns with regard to political trust and attitudes toward immigrant rights are already well established by the age of 14. We find less indications for stability in the relation between intention to vote (for 14 and 18 years olds) and actual voting behavior (for young adults). The latent structure of the political trust scale was found to be equivalent for the three age groups we investigated. We close by offering some suggestions on why attitudinal stability seems stronger than behavioral stability.   [More]  Descriptors: Trust (Psychology), Voting, Political Attitudes, Young Adults

Dingeman-Cerda, Katie; Muñoz Burciaga, Edelina; Martinez, Lisa M. (2015). Neither Sinners nor Saints: Complicating the Discourse of Noncitizen Deservingness, Association of Mexican American Educators Journal. This article explores how non citizens, primarily members of the 1.5-generation, experience and rhetorically contest deservingness. We argue that deservingness is constructed through multiple sources including the media, immigrant rights movements, and the law, resulting in a binary of good/bad migrants that does not fully capture the lived experiences of noncitizens. Drawing from three distinct qualitative projects examining the lives of 133 noncitizens, we demonstrate structural conditions underlying divergent experiences of "illegality" and "deportability" (De Genova, 2002). We further complicate the discourse of migrant deservingness through an explication of the commonalities of a range of noncitizens, including DACA recipients, the formerly documented, undocumented migrants, and deportees, highlighting their humanity and worthiness in the process.   [More]  Descriptors: Discourse Analysis, Immigrants, Civil Rights, Mass Media

Adams, Gina; McDaniel, Marla (2012). Untapped Potential: Partnering with Community-Based Organizations to Support Participation of Lower-Incidence Immigrant Communities in the Illinois Preschool for All Initiative, Urban Institute. Smaller immigrant communities can face barriers to participating in prekindergarten programs, in particular lack of knowledge about the program, language barriers and enrollment logistics. Community-based organizations working with these communities can support outreach efforts and play a role in overcoming all of these barriers. This study presents findings from focus groups of a number of community-based organizations working with smaller immigrant populations in the Chicago metro area, and identifies a number of strategies that could be employed to support prekindergarten participation among immigrant families. The appendix contains "The Immigrant Family Resource Program (IFRP) of the Illinois Coalition for Immigrant and Refugee Rights (ICIRR)".   [More]  Descriptors: School Community Relationship, Outreach Programs, Preschool Education, Access to Education

Revilla, Anita Tijerina (2012). What Happens in Vegas Does "Not" Stay in Vegas: Youth Leadership in the Immigrant Rights Movement in Las Vegas, 2006, Aztlan: A Journal of Chicano Studies. Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for social transformation, which includes the immigrant rights movement, must be informed by a shared vision of social justice, one that calls for eliminating multiple forms of oppression–including, but not limited to, racism, classism, imperialism, patriarchy, sexism, homophobia, transphobia, citizenism, nativism, xenophobia, religious/spiritual discrimination, body discrimination, ageism, and colorism.   [More]  Descriptors: Immigrants, Activism, Hispanic American Students, Action Research

Hinton, Kip Austin (2015). Undocumented Citizens: The Civic Engagement of Activist Immigrants, Education, Citizenship and Social Justice. IDEAS is the undocumented student support group at University of California Los Angeles. This ethnography follows their planning of a conference on immigrant rights legislation. How do undocumented immigrants engage in active citizenship? Patterns of student activism are seen during the conference planning process. IDEAS members emulate Freirean ideals. Schwarzenegger expressed sympathy, but issued vetoes; students learn leadership on their own terms and learn organizing on professors' terms. Despite their agency, IDEAS members are disenfranchised and marginalized in specific ways. For university support services, the political engagement of undocumented activists raises important issues. For researchers, this illuminates gaps between conceptualizations of active citizenship and legal citizenship.   [More]  Descriptors: Undocumented Immigrants, College Students, Civil Rights, Citizen Participation

Sanders, Laura; Martinez, Ramiro; Harner, Margaret; Harner, Melanie; Horner, Pilar; Delva, Jorge (2013). Grassroots Responsiveness to Human Rights Abuse: History of the Washtenaw Interfaith Coalition for Immigrant Rights, Social Work. The purpose of this article is to discuss how a community agency based in Washtenaw County, the Washtenaw Interfaith Coalition for Immigration Rights (WICIR), emerged in response to increasing punitive immigration practices and human rights abuses toward the Latino community. The article discusses how WICIR is engaged in advocacy, community education on immigration issues, and political action toward a more humane immigration reform. Detailed examples of human rights abuses and the WICIR activities described in response to the abuses serve as illustrations of social work advocacy, education, and policy formulation that affect the general public, policymakers, and law enforcement officials.   [More]  Descriptors: Community Education, Civil Rights, Immigration, Social Work

Nunez, Anne-Marie; Murakami-Ramalho, Elizabeth (2012). The Demographic Dividend, Academe. Although Latino enrollment in higher education has increased as the US Latino population has grown (Latinos now outnumber African Americans), more often than not Latinos begin their college education in community colleges or less selective four-year institutions–institutional types with lower persistence and completion rates in general. Moreover, the broader political, economic, and social climate in the United States has become increasingly hostile for Latinos as new policies opposed to immigrant rights, affirmative action, and ethnic studies programs have emerged. Affirmative action policies have been banned in some key states where Latinos are concentrated, leading to drops in application and enrollment rates at flagship and selective public universities. The broader political climate can also make it difficult for Latino students to find a sense of belonging in their college communities. Vulnerability to stereotypes about Latinos, such as those that are increasingly depicted in the media, can have a negative effect on Latino students' academic achievement in college as well as their college completion rates. In this article, the authors discuss why the success of Latino faculty and students is critical.   [More]  Descriptors: Ethnic Studies, Universities, Academic Achievement, Affirmative Action

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