Bibliography: Immigrant Rights (page 04 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 Edgar Munguia, Elizabeth Dallam, Char Ullman, Judith Torney-Purta, Pauline Lipman, Daniel Sung-Yeol Choi, John Sorensen, Pawel Makosa, Chris Faltis, and John P. Myers.

Shafiq, M. Najeeb; Myers, John P. (2014). Educational Vouchers and Social Cohesion: A Statistical Analysis of Student Civic Attitudes in Sweden, 1999-2009, American Journal of Education. This study examines the Swedish national educational voucher scheme and changes in social cohesion. We conduct a statistical analysis using data from the 1999 and 2009 rounds of the International Association for the Evaluation of Educational Achievement's civic education study of 14-year-old students and their attitudes toward the rights of ethnic minorities and immigrants. Using regression models, we do not find evidence of a decline in civic attitudes and therefore social cohesion. We attribute the results to Sweden's voucher design and context that minimized segregation and preserved civics curricula in all schools.   [More]  Descriptors: Foreign Countries, Educational Vouchers, Student Attitudes, Social Attitudes

Gutierrez, Rhoda Rae; Lipman, Pauline (2016). Toward Social Movement Activist Research, International Journal of Qualitative Studies in Education (QSE). In this article, we grapple with possibilities and dilemmas of activist scholarship in the struggle for education justice and political power. As activists and scholars, our social movement praxis seeks to produce knowledge that shifts the dominant neoliberal policy discourse, exposes racism inherent in neoliberal education policies, and supports education justice struggles. Although our work is centered in Chicago, a focus of contestation over neoliberal education policy and the right to the city, we believe this work is relevant to other US and international contexts facing similar reforms. We discuss the value of multiple forms of activist scholarship, describe the Chicago context and the principles that guide our social movement praxis, and raise dilemmas we wrestle with. We conclude with a discussion of the importance of activist research in this historical moment of global capitalist crisis, austerity politics, racist and anti-immigrant attacks in conjuncture with social movements reaching for new humane, democratic, and egalitarian social alternatives.   [More]  Descriptors: Social Action, Activism, Educational Research, Scholarship

Choi, Daniel Sung-Yeol; Morrison, Peggy (2014). Learning to Get It Right: Understanding Change Processes in Professional Development for Teachers of English Learners, Professional Development in Education. A professional development program for US teachers in the state of Oregon was the context in which this study took place. This five-year hybrid (online and face-to-face) program assisted experienced teachers to adapt their practice to meet the needs of language minority and immigrant students. The positive changes in teacher perceptions and classroom practice are captured in the context of the change process–and not only simply in pre/post fashion. Using classroom observation data combined with threaded online discussions, this study describes patterns and moments of teacher change, and investigates how this multi-layered, differentiated professional development program was effective in training teachers to meet the learning needs of immigrant and language minority students.   [More]  Descriptors: Faculty Development, Experienced Teachers, Program Effectiveness, Educational Change

Ullman, Char (1999). Between Discourse and Practice; Immigrant Rights, Curriculum Development, and ESL Teacher Education, TESOL Quarterly. Reports on a teacher-education project in which English-as-a-Second-Language teachers from five community-based organizations in Chicago developed a textbook about immigrant rights in the United States. The process not only produced significant course materials, but it also changed teachers' understanding of their classes, students, and teaching practices. Descriptors: Attitude Change, Civil Rights, English (Second Language), Immigrants

Faltis, Chris (2013). Eradicating Borders: An Exploration of ScholArtistry for Embracing Mexican Immigrant Children and Youth in Education, Journal of Language and Literacy Education. In this paper, I use Nielsen's (2005) scholARTistry (as cited in Siegesmund & Cahnmann-Taylor, 2008), interweaving art and written text to interpret and challenge the widespread impact of Borders in school and society. With an artistic and scholarly eye, I argue that the Border needs to be removed, not only the physical wall, but also the many Borders that exist in society to bar Mexican and other Latino immigrants and the children of Mexican immigrants from gaining full access life, liberty and the pursuit of happiness, including the right to meaningful education in American public schools. Using art (oil paintings) and written text, I intend to provoke readers to envision education from a hybrid lens of art and scholarship, to engage in exploring a world without Borders.   [More]  Descriptors: Immigrants, Access to Education, Social Bias, Equal Education

Russo, Charles J. (2012). The Educational Rights of Unauthorized Immigrant Students, School Business Affairs. A 2007 report from the Congressional Budget Office (CBO 2007) estimated that 12 million "unauthorized immigrants" lived in the United States, defining the term "unauthorized immigrants" as "foreign citizens residing in the United States illegally." Without providing exact numbers, in his 2011 State of the Union address, President Obama addressed the educational status of students who are unauthorized. Unfortunately, exact data are unavailable about the cost of educating students who are unauthorized residents. Even absent specific data, educating students who are unauthorized residents can have a significant effect on school board budgets. As debates about immigration rage, issues about educating children of unauthorized immigrants continue to arise. Aware of the ongoing debate over immigration that extends even to the terminology used when referring to students and their parents, the author hopes to steer clear of the political fray. In this article, the author focuses on the education and law questions that children who are unauthorized residents present for school business officials (SBOs), their boards, and other education leaders. He contends that it is incumbent on SBOs and all education leaders to optimize their programs so that they can offer the best, most cost-effective education possible for all students.   [More]  Descriptors: Undocumented Immigrants, School Business Officials, Boards of Education, Immigration

Galindo, Rene (2011). The Nativistic Legacy of the Americanization Era in the Education of Mexican Immigrant Students, Educational Studies: Journal of the American Educational Studies Association. Nativism is a forgotten ideology which nevertheless operates in the current era as illustrated by the resurgence of anti-immigrant sentiment and restrictionistic policies in response to growing Latino/a immigration. This response to Latino/a immigration recalls a historic era from the early 1900s known as the Americanization period which was also characterized by a strong nativist agenda and harsh restrictionistic policies. Developments from the Americanization period continue to influence immigration and education policies in the current era and are visible in the attacks against bilingual education, in mandated English-only laws, in locating struggles over national identity in the schools, and in the narrow focus on the acquisition of English in immigrant education. Identifying nativist themes from the Americanization era that have been reinvigorated in today's anti-immigrant climate makes visible a type of discrimination directed at immigrants that is not often recognized as discrimination due to a Black and White view of prejudice termed racial dualism. In addition to identifying the influence of the nativist legacy of the Americanization period in the current era, the implications of the conflict of legacies between the Civil Rights and Americanization eras for the education of immigrant students are discussed.   [More]  Descriptors: Civil Rights, Nationalism, Immigration, Immigrants

Bittle, Scott; Rochkind, Jonathan (2010). A Place to Call Home: What Immigrants Say Now about Life in America, Public Agenda. Congress and the Bush administration tried to reform immigration policy in 2006 and failed. A year later they tried again, with no more success. The truth is that if this nation is going to overhaul immigration policy, it only makes sense to listen to the people who will be most affected by it: immigrants. To craft a just and practical policy, this nation needs to see America through the immigrant's eyes. That's what the authors hope to accomplish with this report, the follow-up to their pioneering 2002 survey of immigrants, "Now That I'm Here". In this report, they have extended their sampling to gain a more detailed view of Hispanics and Muslims. Findings of their survey reveal: (1) Overall, immigrants say they're quite satisfied with life in the United States, for themselves and their children. Discrimination against immigrants doesn't seem to be part of their daily lives, because while majorities say it exists, majorities also say they haven't experienced much discrimination personally. Right now, the biggest concern for immigrants is much the same as for native-born Americans: the economy and their own financial well-being; (2) Most immigrants say that they have become comfortable in the United States quickly, yet ties to their birth countries have become stronger since 2002, particularly among recent immigrants. Most of the immigrants the authors surveyed either were citizens already or were in the process of being naturalized. For most of them, citizenship was a practical step. So is learning to speak English, with most immigrants reporting that it is difficult to get ahead or keep a job without language skills; and (3) Although there are common themes among immigrants, certain groups do have unique perspectives. Mexican immigrants are more likely to say they're happy in the United States, but also significantly more likely to perceive discrimination against immigrants. They're also more likely to be lower-income and perhaps face more language barriers. Muslims, by contrast, are less likely to report discrimination and overwhelmingly more likely to say the United States will be their permanent home. (Contains 13 footnotes.) [This paper was written with Amber Ott and Paul Gasbarra. For the related report, "Now that I'm Here: What America's Immigrants Have To Say about Life in the U.S. Today", see ED473894.]   [More]  Descriptors: Muslims, Citizenship, Mexican Americans, Language Skills

Sorensen, John (2003). "A Prairie Childhood" by Edith Abbott: An Excerpt from "The Children's Champion," a Biography of Grace Abbott, Great Plains Quarterly. Grace Abbott's courageous struggles–to protect the rights of immigrants, to increase the role of women in government, and to improve the lives of all children–are filled with adventurous tales of the remarkable human ability to seek out suffering and to do something about it. "A Prairie Childhood" is an excerpt from the Grace Abbott biography entitled "The Children's Champion."   [More]  Descriptors: Females, Children, Biographies, Immigrants

Santa Ana, Otto; Lopez, Layza; Munguia, Edgar (2010). Framing Peace as Violence: Television News Depictions of the 2007 Police Attack on Immigrant Rights Marchers in Los Angeles, Aztlan: A Journal of Chicano Studies. This study examines two successive days of U.S. television news coverage of the May 1, 2007, immigration rights rally in Los Angeles. As thousands of demonstrators appealed peacefully for comprehensive immigration policy reform, they were assailed by 450 police officers firing munitions and using truncheons. We evaluated fifty-one television news reports from three networks and five local stations using three complementary analyses (framing, visual coding, and critical spoken discourse analysis). News reporters on the ground at the time framed the events as a police attack. On the following day, however, news media blamed the victims by reframing the event as a violent provocation. We argue that the television news seized political agency and manipulated public opinion about domestic immigration policy.   [More]  Descriptors: Police, Discourse Analysis, News Reporting, Immigration

Galindo, Rene (2010). Repartitioning the National Community: Political Visibility and Voice for Undocumented Immigrants in the Spring 2006 Immigration Rights Marches, Aztlan: A Journal of Chicano Studies. The historic immigration rights marches of 2006 placed the plight of undocumented immigrants in the national spotlight. Competing interpretations of the marches focused in part on the waving of Mexican flags by marchers. While some English-language media critics saw the flags as expressing political disloyalty to the United States, the marchers and Spanish-language media said they stood for cultural identity and familial pride. Both of these interpretations obscured the political agency of the marchers, who sought to create visibility and political presence for undocumented immigrants and oppose their criminalization and political exclusion. This essay uses a performance perspective to analyze the Mexican flag as a visual symbol of the political agency, voice, and visibility of undocumented immigrants. Images of the flag in the media served as proxy for the visual emergence of undocumented immigrants from the "shadows of society" onto the national broadcast/political stage. Negative reactions against the Mexican flag responded to a repartitioning of the national community in the broadcast visual/political field, which French philosopher Jacques Ranciere termed "the partition of the perceptible, "that presented undocumented immigrants not as a voiceless and faceless mass of laborers but as political agents engaged in the enactment of rights.   [More]  Descriptors: Civil Rights, Activism, Undocumented Immigrants, Mexicans

Dallam, Elizabeth (2001). Arizona's Florence Project, Insights on Law & Society. Describes the Florence Immigrant and Refugee Rights Project (Florence, Arizona) in which lawyers help individuals who are being detained in Florence. Explains that the project offers service to individuals at the detention center, helps children without guardians, and provides information to immigrant communities on their rights when arrested. Descriptors: Civil Rights, Discussion (Teaching Technique), Immigrants, Immigration

Torney-Purta, Judith; Barber, Carolyn; Wilkenfeld, Britt (2006). Differences in the Civic Knowledge and Attitudes of Adolescents in the United States by Immigrant Status and Hispanic Background, Prospects: Quarterly Review of Comparative Education. This analysis aims to explore within one country (United States) whether there are differences in preparation for citizenship between students who are immigrant and those who are native-born and between students who come from Hispanic background and those who do not. This is a first step toward shaping further analysis of the civic education of immigrants using the IEA Civic Education Study's data. The analysis reveals that there are significant differences favouring students who are neither immigrants nor Hispanic in knowledge of civic content and concepts, in understanding democracy, in possessing the skills necessary to understand political communications, in expressing positive attitudes toward the nation, and in expressing protectionist attitudes toward the nation. Controlling for home language and age of entry to the country reduces the size of these differences for all scales except protectionist attitudes toward the nation. Immigrant and Hispanic students are much more likely than non-immigrant, non-Hispanic students to endorse rights and opportunities for immigrants. There is evidence for a strong immigrant identity among both Hispanic and non-Hispanic immigrants (and also among Hispanic non-immigrants, perhaps in part because many have immigrant parents). In contrast there are small and usually non-significant differences between these groups in understanding the concept of citizenship and in their expected political and civic participation. The analysis indicates the importance of examining immigrants' preparation for citizenship along multiple dimensions (not limited to expected voting rates), recognizing the potential strengths of cultural identities in adolescent development, and looking at subgroups within the immigrant population.   [More]  Descriptors: Adolescent Attitudes, Immigrants, Democracy, Citizen Participation

Makosa, Pawel (2015). The Communities Providing Religious Education and Catechesis to Polish Immigrants in England and Wales, British Journal of Religious Education. Since Poland's accession to the European Union in 2004, hundreds of thousands of Polish citizens have arrived in the UK in search of work, of which the majority landed in England and Wales. This process, although not as fast now, is still ongoing. The majority of immigrants from Poland are young people who start families and have children. Many of these children are born in the UK. For this reason, it is increasingly common for the children of Polish immigrants to be covered by the local school system. In addition to general knowledge, they also have the right to religious education and catechesis. This article presents a summary of the communities providing religious education and catechesis to Polish migrants living in England and Wales. It describes the specific features of religious education in state-run schools, Catholic schools and Polish Saturday Schools. The objectives of parish catechesis conducted by the Polish Catholic missions operating in England and Wales are also outlined. The primary objective of this discussion is to present the various options for religious education and catechesis for the children of Polish immigrants living in England and Wales.   [More]  Descriptors: Religious Education, Immigrants, Foreign Countries, Catholics

Matthews, Hannah (2010). Immigrant Families and Child Care Subsidies: What Federal Law and Guidance Says, Center for Law and Social Policy, Inc. (CLASP). One in four young children in the United States lives in an immigrant family. Federal law establishes policies on immigrant eligibility for child care assistance, yet questions regarding eligibility remain at the state and local level. Most child care assistance is funded through the Child Care and Development Block Grant (CCDBG) and the Temporary Assistance for Needy Families (TANF) block grant, which have differing rules regarding immigrant eligibility. This fact sheet lays out rules and guidance related to immigrant eligibility for child care subsidies through both funding streams. In addition, it should be noted that all programs that receive federal funds are required to comply with Title VI of the Civil Rights Act of 1964, which prohibits agencies that receive federal financial assistance from discriminating based on race, color, or national origin and requires such agencies to take reasonable steps to provide limited English proficient (LEP) individuals with meaningful access to their programs, activities, and services.   [More]  Descriptors: Eligibility, Immigrants, Civil Rights, Child Care

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