Bibliography: Immigrant Rights (page 06 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 Anne Reath Warren, Kathryn Fishman-Weaver, Michelle Knight, D. Timothy Leinbach, David Pena-Rangel, Thomas R. Bailey, Jessica Lee, Isabelle De Coster, Martha M. McCarthy, and Kerry L. Preibisch.

Knight, Michelle (2011). It's Already Happening: Learning from Civically Engaged Transnational Immigrant Youth, Teachers College Record. Background/Context: This essay is part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective/Research Question/Focus of Study: The goal of this paper is to open up a dialogic space where educators can learn from and with transnational immigrant youth who are already participating in civic learning opportunities as local and global citizens in and beyond the sphere of schools. Drawing on data from two qualitative research studies, I discuss the global lifestyle and civic engagement of Kwame, one transnational immigrant youth, who lives in New York and maintains close ties to Africa. The relationship between his transnational immigrant identity and civic engagement provide insights into how he is constructing, negotiating, and contesting citizenship norms, K-16 civic learning opportunities, and new technologies of civic engagement for the betterment of diverse democratic societies.  Conclusion/Recommendations: The author argues that, in the midst of contentious debates on immigration and (mis)representations of immigrants in the media, dialogic spaces between and among educators and transnational immigrant youth can be created to grapple with notions of globalization, education, and citizenship. Moreover, as schools also serve as public civic space, educators can focus on engaging transnational immigrant youth's daily experiences and knowledge in the curriculum. In so doing, the curriculum opens up opportunities for teachers and students to dialogue and learn about what is already happening with youth to further encourage, motivate, and sustain youth's civic engagement at local, national, and global levels. Such learning carries the potential of a diverse action-oriented educated citizenry committed to human rights in a globalized world.   [More]  Descriptors: Immigrants, Youth, Citizen Participation, Identification

Leinbach, D. Timothy; Bailey, Thomas R. (2006). Access and Achievement of Hispanics and Hispanic Immigrants in the Colleges of the City University of New York, Community College Research Center, Columbia University. The City University of New York (CUNY) has played a central role in educating minority and immigrant New Yorkers, and Hispanics comprise the largest minority and immigrant populations in the City. To examine the extent to which CUNY provides Hispanic native-born and immigrant students with access and the opportunity for achievement, a study was conducted using 1990 and 2000 student demographic, enrollment, credit accumulation, and outcome data. Relative to their proportions in the city, Hispanics at CUNY are over-represented by native-born students and under-represented by immigrants. Hispanic attainment at CUNY is less than that of other populations, with the contrast between Hispanic and other immigrants greatest. (Contains 11 tables.) [This paper is based on a study prepared for the "Community Colleges and Latino Educational Opportunity Roundtable," October 11, 2003, sponsored by The Civil Rights Project at Harvard University with generous support provided by the Pew Hispanic Center.]   [More]  Descriptors: Immigrants, Access to Education, Hispanic American Students, Academic Achievement

Crawford, Emily R.; Fishman-Weaver, Kathryn (2016). Proximity and Policy: Negotiating Safe Spaces between Immigration Policy and School Practice, International Journal of Qualitative Studies in Education (QSE). Policy around the legal status and social rights of the nation's estimated 11 million undocumented immigrants is unresolved, making it imperative that PK-12 schools and educators prepare for challenges to undocumented students' educational access. In 2008, Immigration and Customs Enforcement (ICE) appeared near an elementary school, which required school personnel to use the space in and around their school to demarcate boundaries to limit the impact of ICE activity on the school community. Critical moral geography is the guiding theoretical construct the authors use to examine the intersection of immigration policy and education in the context of immigration enforcement near a public school. Critical moral theory suggests that "places" are sites where people contest their values and concepts of what is morally correct, engaging in struggles over power. Thinking about space broadly allows for an exploration of how different policies converge and affect the spaces where educators are trying to engage in moral work. The authors conclude that educators can be instrumental in creating safe spaces for undocumented students.   [More]  Descriptors: Undocumented Immigrants, Immigration, Public Policy, School Space

Pena-Rangel, David (2013). The Ties that Bind Us: Kymlicka on Culture and Education, Theory and Research in Education. Most societies today are culturally diverse. Increasingly, minority groups are demanding recognition and self-governing rights to protect their ways of life against that of the majority. These demands represent a serious challenge for the state: how is it to balance between the equally legitimate claims of the many cultures inhabiting its territories, all the while promoting a set of common practices and democratic institutions? In several influential publications, Will Kymlicka has offered persuasive answers to those questions. This article examines his theory, with particular emphasis on the distinction he draws between what he calls national minorities and polyethnic (or immigrant) groups. Given his hierarchical structuring of both groups, this article attempts to show that Kymlicka falls into somewhat contradictory positions, especially evident when considering the implications of his theory on how education is structured within multicultural states.   [More]  Descriptors: Foreign Countries, Cultural Differences, Minority Groups, Citizenship Education

Reath Warren, Anne (2013). Mother Tongue Tuition in Sweden–Curriculum Analysis and Classroom Experience, International Electronic Journal of Elementary Education. The model of Mother Tongue Tuition (MTT) which has developed in Sweden since the 1970's offers speakers of languages other than Swedish the opportunity to request tuition in their mother tongue, from kindergarten through to year 12. It is unique among the major immigrant-receiving countries of the world yet little is known about MTT and its syllabus outside of its Nordic context. This article examines the syllabus for MTT from two perspectives; firstly using the framework of Constructive Alignment, secondly from the perspective of what is hidden. The intended syllabus is revealed as well-aligned, but the hidden curriculum impedes successful enactment in many contexts. Examples from case studies in a larger on-going research project offer an alternate approach to syllabus implementation when the negative effects of the hidden curriculum are challenged. While highly context-specific, this model may represent a step in the right direction for implementation of the syllabus.   [More]  Descriptors: Foreign Countries, Tuition, Second Language Learning, Immigrants

Horwedel, Dina M. (2006). For Illegal College Students, an Uncertain Future, Diverse: Issues in Higher Education. With almost two million undocumented children in school and an estimated 65,000 graduating from high school every year, higher education is becoming the new frontier in the immigration debate. In 1982, the U.S. Supreme Court ruled that the children of illegal immigrants have a right to a free K-12 education. However, the court never extended that right to higher education. What has resulted is uncertainty state by state–and often case by case–about how to respond to undocumented students. Some institutions summarily reject such students while others accept them as international students. Still other institutions play a quiet game of "don't ask, don't tell." Multiple immigration bills that hope to clarify the situation are currently working their way through the U.S. Congress, including the DREAM Act. With a contentious debate about immigration raging, the future of the act is uncertain. Its proponents argue that it should be considered on its own merits because it concerns fairness and children's education, and ultimately impacts American competitiveness in the global marketplace. Until legislation is passed, however, undocumented students face an uncertain, obstacle-filled life. Their distant dreams of a better life are tinged with the hope that no one will catch them in the meantime.   [More]  Descriptors: Higher Education, Tuition, Immigration, Undocumented Immigrants

Chavez, Ernesto (2000). Imagining the Mexican Immigrant Worker: (Inter)Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, Aztlan: A Journal of Chicano Studies. Traces the history of two organizations of the 1970s Chicano Movement: the Committee to Free Los Tres and the Centro de Accion Social Autonomo (CASA). Discusses their Marxist ideology, notion of Chicano cultural nationalism, involvement of college students and other youth, campaigns supporting immigrant workers' rights and affirmative action at universities, and reasons for their demise. (Contains 60 references.) Descriptors: Activism, Affirmative Action, College Students, Cultural Images

Preibisch, Kerry L. (2007). Local Produce, Foreign Labor: Labor Mobility Programs and Global Trade Competitiveness in Canada, Rural Sociology. Temporary visa workers are increasingly taking on a heightened profile in Canada, entering the workforce each year in greater numbers than immigrant workers with labor mobility rights (Sharma 2006). This paper examines the incorporation of foreign workers in Canadian horticulture under the Seasonal Agricultural Workers Program (SAWP). I argue that foreign labor supplied under the SAWP secures a flexible workforce for employers and thus improves Canada's trade competitiveness in the global agrifood market. Using multiple research strategies, I track the evolution of Canadian horticulture in the global market and the transformation of labor in this industry. I outline the steady growth in the employment of temporary visa workers in the horticultural industry and show how they have become the preferred and, in some cases, core workforce for horticulture operations. The benefits of SAWP workers to employers include the provision of a workforce with limited rights relative to domestic workers and considerable administrative support in selecting, dispatching, and disciplining workers provided at no cost by labor supply countries. I conclude that the SAWP is a noteworthy example of the role of immigration policy in regulating the labor markets of high-income economies and thus ensuring the position of labor-receiving states within the global political economy.   [More]  Descriptors: Industry, Research Methodology, Foreign Workers, Labor

De Coster, Isabelle (2009). Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children, Education, Audiovisual and Culture Executive Agency, European Commission. This document talks about immigrant children, who are defined here as either children born in another country (within or outside Europe) or children whose parents or grandparents were born in another country. So the term "immigrant children" used here covers various situations, which can be referred to in other contexts as "newly-arrived children", "migrant children" or "children of immigrant background". Such children may be born to families with different legal status in the host country–families with full rights of residence and refugee status, asylum seeking families, or families without any rights of residence. Children from families who have been settled in the host country for more than two generations do not come within the scope of the paper. Measures specifically targeting migrants within a country, such as the Roma and various kinds of travellers, and those aimed at ethnic or national minority groups are not subject to a comparative analysis in this paper. However, such measures are mentioned when children from immigrant families benefit from them, and there are no alternative measures targeted at immigrant communities. The information provided relates to the reference year 2007/08. It comes from questionnaires filled in by the national units of the Eurydice network, other than Turkey. It covers pre-primary, primary and secondary levels of general education, provided by the public sector or the subsidised private sector (Belgium, Ireland and the Netherlands). Statistical data provided by Eurostat, the PISA and PIRLS 2006 surveys and certain national sources are also used. A glossary is included.   [More]  Descriptors: Immigrants, Refugees, Minority Groups, Foreign Countries

Prasad, Gail (2012). Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners? Re-Envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario, Canadian Modern Language Review. Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools.   [More]  Descriptors: Language Minorities, Official Languages, Cultural Pluralism, Foreign Countries

Lee, Jessica; Lee, Larry (2002). Crossing the Divide: Asian American Families and the Child Welfare System. This monograph reviews factors that may unnecessarily plunge families into the child welfare system, noting barriers within the child welfare system itself that sometimes engulf Asian American families. Without adequate data on Asian Americans, understanding the issues and measuring trends are very difficult. Although small, the number of Asian American children touched by the child welfare system is not negligible. Asian immigrant families have many different cultural customs and norms, and they are often reluctant to seek services and unsure which of their traditional child rearing practices may be considered grounds for investigation in the United States. Rapid removal of children from families has the greatest potential to harm immigrant families, and cultural miscommunications can easily lead to rapid removal. Adequate interpretation should be a right for every non-English speaking immigrant. Placing Asian American children in kinship foster care homes should be the highest priority for the Administration for Children's Services (ACS). ACS rules and laws regarding immigrants' rights in child welfare are unclear. Recommendations include improve data collecting and reporting, address language barriers, educate the immigrant community, increase preventive services, and reform the family court. Three appendices define Asian Americans and cultural competency and present recent ACS reforms.   [More]  Descriptors: Asian Americans, Bilingualism, Child Welfare, Children

McCarthy, Martha M. (1993). Immigrants in Public Schools: Legal Issues, Educational Horizons. Reviews court cases about the education of undocumented immigrant children, rights of non-English-speaking children, and employment of immigrant teachers. Descriptors: Court Litigation, Equal Education, Equal Opportunities (Jobs), Immigrants

Martinez, Aja Y. (2013). Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness about Arizona's Ban on Ethnic Studies, Across the Disciplines. he critical race counterstory in this essay takes on the form of allegory to raise awareness about Arizona's anti-immigrant/Mexican climate, and pays particular attention to legislation targeted at Tucson Unified School District's Mexican American studies (also RAZA studies) program.   [More]  Descriptors: Critical Theory, Race, Ethnic Studies, State Legislation

Moldenhawer, Bolette; Ãòland, Trine (2013). Disturbed by "The Stranger:" State Crafting Remade through Educational Interventions and Moralisations, Globalisation, Societies and Education. This article addresses two questions. First, how does a state, in casu the Danish welfare state, based on universalism and social rights as regards its citizens, deal with immigrants and their descendants through education? Second, how does such a state manage to make its differential treatment of human beings work legitimately, that is, what arguments, what interventions and moralisations, are used through the workings of school education? The article carries out an analysis of policies since the 1980s and depicts the construction of "the stranger" parallel to an analysis of the state crafting processes that go on in terms of professional educational interventions in "Højmarken" School, a school placed in an urban poor area.   [More]  Descriptors: Foreign Countries, Immigration, Neoliberalism, Citizenship

Schiller, Juliet (2013). "These Rights Go beyond Borders and Pieces of Paper:" Urban High School Teachers and Newcomer Immigrant Youth Engaging in Human Rights Education, ProQuest LLC. This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of critical pedagogy at an urban pubic high school. Research data included eight months of classroom observations and interviews with two teachers and nineteen of their students across four of their classrooms. In this study, the complexity of engaging in HRE with newcomer students was brought to light as two teachers enacted their vision of critical pedagogy, human rights content and learning goals, as well as English language instruction. The findings in this study conveyed that engaging in HRE was relevant to students' lives and provided meaningful opportunities to learn English while developing skills to articulate their struggles with racism, discrimination, gender issues, and immigration through the language of human rights. This study also highlighted the complications of HRE in practice with vulnerable youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Civil Rights, High School Students, Urban Schools, Immigrants

Leave a Reply

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