Bibliography: Immigrant Rights (page 08 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 Karen Branch-Brioso, Augustina H. Reyes, Roxana Ng, Stella M. Flores, Marcela Mendoza, Fernando A. Serpa, Lindsay Perez Huber, Terence A. Beck, Mondli Hlatshwayo, and David Alberto Quijada Cerecer.

Beck, Terence A. (2008). Behind the Mask: Social Studies Concepts and English Language Learners, Social Education. Social studies educators are constantly teaching concepts. From culturally universal concepts in the early grades to highly contested concepts such as "democracy" in later grades, good social studies instruction often centers on helping students form key concepts. As anyone who has spent time in twenty-first century social studies classrooms knows, immigrant and English language learners struggle mightily with learning these concepts. If forming key concepts such as civil rights, liberty, and representative government, is critical to social justice and to assisting all Americans in becoming full citizens, then it is important to attend to the particular challenges immigrant and English language learners face. In this article, the author begins with the challenges he faces as someone foreign to a country and a language when trying to learn particular civics concepts. He then notes strategies he found himself using to mask his general lack of comprehension, followed by suggestions for what educators might do in their classrooms.   [More]  Descriptors: Concept Teaching, Social Studies, Immigrants, English (Second Language)

Singh, Shailen M.; Byrd, David A. (2011). Living in the Shadows: Experiences of Undocumented Students, Multicultural Learning and Teaching. This article focuses on the experiences of undocumented students attending colleges and universities as a result of Texas House Bill 1403/Senate Bill 1528. Through a qualitative interview, the authors seek to provide an overview of the issues and challenges many of these students face, as well as concepts for higher education professionals to focus on in order to better serve these students.The results of this case study indicate that these students face incongruent expectations based on whether they are on or off campus. On campus, they are of legal status with many of the same rights as their fellow students. Off campus, they face a number of challenges associated with being an undocumented immigrant. This stark dichotomy creates a remarkable tension through which these students navigate daily.   [More]  Descriptors: Undocumented Immigrants, Student Experience, Qualitative Research, Interviews

Reyes, Augustina H. (2010). The Immigrant Children of Katrina, Peabody Journal of Education. In August 2005, Hurricane Katrina displaced the largest number of public school children ever affected by any disaster. Approximately 370,000 children, including 15,000 Latino/Hispanic children from Louisiana, were scattered throughout the 48 U.S. states (Landrieu, 2010; Louisiana Department of Education, 2004). Although much of the media attention, policy, and research have focused on the effects of race–primarily Black/White–in New Orleans disaster relief, Latino immigrant children were the silenced, invisible victims of the evacuation, policy, relief, and recovery services. The largely unreported immigrant evacuation from Louisiana was along a silent underground railroad of sorts, using a network of relatives and countrymen whenever they could (Plocek, 2006). The findings of this article illustrate the theoretical implications and consequences of identifying immigrant children as racially White. This study documents the intersections of local, state, and federal policy regarding schools and recovery relief showing that access to disaster relief and recovery were framed in context of immigration status often placing citizen children in at-risk conditions. Children have become the victims of anti-immigrant sentiment rising from the much symbolic and actual harassment that constitute the daily, shadow lives of the undocumented population.   [More]  Descriptors: Politics of Education, Immigrants, Immigration, At Risk Persons

Serpa, Fernando A. (2000). The Personal Responsibility and Work Opportunity Reconciliation Act of 1996: An Examination of Its Impact on Legal Immigrants and Refugees in Rhode Island. This report describes a 1998 consultation conducted to examine the impact of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 on legal immigrants and refugees in Rhode Island. The Personal Responsibility and Work Opportunity Act restricted access of documented immigrants to a wide range of government programs such as food stamps, supplemental security income, medicaid, medicare, assisted housing, and educational grants. The consultation examined how implementation of the Welfare Reform Act had adversely affected legal immigrants and refugees; determined whether and how Rhode Island state policies and/or private agencies planned to ameliorate adverse conditions resulting from implementation of these statutes; and examined current efforts by the state congressional delegation to ameliorate adverse conditions. The Rhode Island Advisory Committee to the Commission on Civil Rights heard from three panels, which included civil rights and immigrant rights advocates and service providers; federal, state, and local government agency providers and policymakers; and Rhode Island congressional delegation staff. Overall, eight areas of concern surfaced: lack of a state safety net; lack of interpreters and notices in native languages at state and federal agencies; states pressing for recovery of public benefits from immigrants; insufficient programs and instructors to teach immigrants English; potential increases in dropout rates among immigrant children; inflexibility of the 5-year ban for elderly and disabled immigrants; children's health policies; and delays in citizenship processing. Edited transcripts of the consultation are included.   [More]  Descriptors: Child Health, Citizenship, Civil Rights, Disabilities

Quijada Cerecer, David Alberto; Cahill, Caitlin; Bradley, Matt (2011). Resist This! Embodying the Contradictory Positions and Collective Possibilities of Transformative Resistance, International Journal of Qualitative Studies in Education (QSE). Youth participatory action research (YPAR) and arts-informed approaches reflect a source of critical resistance at the intersection of theory and practice (praxis). Our discussion draws upon "Mestizo Arts & Activism" ("MAA"), a participatory action research collective made up of young people who focused their research on the educational rights of undocumented students (http//; coupled with the emotional and economic impacts of stereotypes of immigrant communities (http// Informed by participatory action research and critical youth studies, art opens up space for youth researchers to collectively process and question social issues they confront in their community while embodying forms of resistance that inspire and create collective participation and action toward social justice. This reflective account narrates our multiple and contradictory experience with resistance and YPAR. By blending personal opinion, theory, and practice we discuss "Caution," a youth generated photograph, as a thickly layered complex site of transformative resistance.   [More]  Descriptors: Social Justice, Photography, Action Research, Youth

Flores, Stella M. (2017). Breaking into Public Policy Circles for the Benefit of Underserved Communities, International Journal of Qualitative Studies in Education (QSE). Stella M. Flores writes about how she learned to participate in the American political process through lessons from her immigrant family. As a quantitative scholar, she documents the commitment to rigorous, evidence-based research on equity noting that not all datasets are without politics or bias. From this perspective, the story of the Latino in the US has only recently begun to be collected. The author describes her development as a female scholar of color in the field of education policy, an identity informed by her experiences growing up in South Texas. She credits role models, mentors, and generational impact from educational opportunity as key reasons for engaging in scholarship aimed to help improve educational attainment rates for underserved students. She argues that regardless of methodological tradition, scholars working toward improving the educational trajectories for all students are in many ways activists for the common good and not necessarily unobtrusive analysts.   [More]  Descriptors: Educational Policy, Public Policy, Disproportionate Representation, Minority Group Students

Du Plessis, Pierre; Conley, Lloyd (2007). Children and Poverty in South Africa: The Right to Social Security, Educational Research and Reviews. Poverty is one of the major threats to the realization of children's rights worldwide and in South Africa. Currently, 66% of South African children live in severe poverty. This places all other rights at risk; the rights guaranteed by the South African Constitution and by the UN Convention. Poverty and inequality in South Africa continue to worsen. These are particularly vulnerable groups of children, such as those infected and affected by HIV/AIDs, those living on the streets, children of farm workers and illegal immigrants. These children face discrimination, isolation and extreme hardship. The article wants to investigate the situation in South Africa and what the outcome is on the right to social security of the child.   [More]  Descriptors: International Organizations, Poverty, Childrens Rights, Children

Branch-Brioso, Karen (2009). Expanding the Conversation, Diverse: Issues in Higher Education. They are not the topics found in a conventional law review: An Austin-based journal delved into the reproductive rights of Hispanic women entering into commercial surrogacy contracts. The next issue of a University of California, Berkeley-based journal will probe the Voting Rights Act–and how it affects Puerto Ricans. A Harvard-based review once took on taxation of undocumented immigrants. And at the University of California, Los Angeles (UCLA), this semester, the review will turn a mirror on itself and others with a historical look back at Hispanic law reviews. Not traditional topics. And that, precisely, has been the point of the four Hispanic-focused, student-edited publications that began with the first, UCLA's Chicano Law Review, in 1972. Too often, civil rights scholarship means writing about the issues and problems of Blacks, not immigrants or people who are Spanish-speaking. The specialized Latino law reviews have been very helpful in expanding consideration of civil rights beyond the traditional binary paradigm of Black and White. They provide an outlet for specialized pieces that other law reviews pass over. Launched on the heels of the Mexican American-based Chicano movement, the UCLA-based review later expanded its focus and changed its name to the Chicana/o Latina/o Law Review. In 1983, the Berkeley La Raza Law Journal published its first issue. And in 1992 and 1994, respectively, the other two joined the legal scholarship scene: (1) the Hispanic Law Journal at the University of Texas at Austin, now the Texas Hispanic Journal of Law & Policy; and (2) the Harvard Latino Law Review. The reviews tap law professors and practitioners–and sometimes students–for content. Today, all four journals are sanctioned by their law schools.   [More]  Descriptors: Hispanic Americans, Periodicals, Law Schools, Law Students

Ng, Roxana (2002). Training for Whom? For What? Reflection on the Lack of Training Opportunities for Immigrant Garment Workers. NALL Working Paper. Unlike many recent immigrants who entered Canada as highly trained professionals in their countries of origin, most of Canada's immigrant garment workers are working-class women with little education. The Apparel Textile Action Committee (ATAC) and Homeworker's Association (HWA) are among the bodies that were established to assist immigrant garment workers in Canada who lost their jobs to industrial restructuring and became home workers. The experiences of both bodies has made it clear that the training available to these women does not meet their needs as immigrants with a limited command of English. A study of the informal learning outcomes of HWA's members yielded the following findings: (1) most immigrant garment workers have little expectation that taking classes will lead to better jobs and higher pay; (2) although most immigrant garment workers do not expect that English-as-a-second language (ESL) classes will make them fluent in English, their ESL classes serve important social and educational purposes by giving participants a place to develop a sense of sociability with other workers and learn strategies for negotiating their lives as non-English speaking immigrants and their rights as workers; and (3) although classes are obvious places to look for informal learning, the HWA's executive meetings provide environments for explicit "political learning."   [More]  Descriptors: Dislocated Workers, Education Work Relationship, Educational Attitudes, Educational Needs

Kerchner, Charles Taylor; Ãñzerk, Kamil (2014). Teaching Language Minority Students in Los Angeles and Oslo–A Metropolitan Perspective nr 1, International Electronic Journal of Elementary Education. Receiving, accommodation and education of children with immigrant background is one of the challenging issues in almost all the metropolitan areas in many countries. In our study we are exploring the impact of demographic changes on political agendas, legal frames, educational approaches, research findings and student achievement in the field of education of linguistic minorities in Los Angeles, USA and Oslo, Norway. Although there are significant historical and socio economical differences between Los Angeles and Oslo, many of the educational challenges facing the educational policy makers and the linguistic minority students are quite similar.   [More]  Descriptors: Foreign Countries, Metropolitan Areas, Immigrants, Language Minorities

Olivos, Edward M.; Mendoza, Marcela (2009). Educational Equity and Rights: The Responsibilities of California's Public Schools towards Immigrant Students and Communities, Journal of the Association of Mexican American Educators. Immigration enforcement efforts have become increasingly intrusive and arbitrary in Latino-origin communities in the U.S. As a result, there are very real possibilities that schools which serve large Latino populations may be affected by immigration enforcement activities (also known as "raids") in their communities. This article offers suggestions and recommendations on how California schools can be proactive in protecting immigrant children and parents from undue scrutiny and intimidation while on school grounds.   [More]  Descriptors: Equal Education, Immigration, Immigrants, Hispanic American Students

Maxwell, Lesli A. (2012). "Gateway" Districts Struggle to Serve Immigrant Parents, Education Week. As thousands of communities–especially in the South–became booming gateways for immigrant families during the 1990s and the early years of the new century, public schools struggled with the unfamiliar task of serving the large numbers of English-learners arriving in their classrooms. Instructional programs were built from scratch. Districts had to train their own teachers to teach English to non-native speakers or recruit teachers from elsewhere. School staff members had to figure out how to communicate with parents who spoke no English. But even as immigration has slowed or stopped in many places, and instructional programs for English-learners have matured, serving immigrant families and their children remains a work in progress in many public schools, especially those in communities that are skeptical, or sometimes hostile, to the newcomers. Communicating with parents who do not speak English is proving to be a big challenge for districts facing immigrant influxes for the first time. The author reports on how schools falter at keeping ELL families in the loop.   [More]  Descriptors: Foreign Countries, Immigrants, Public Schools, Enrollment

Hlatshwayo, Mondli; Vally, Salim (2014). Violence, Resilience and Solidarity: The Right to Education for Child Migrants in South Africa, School Psychology International. This article examines the psychology of migrant learners' resilience, their right to education, and how migrant organizations and South African civil society are supporting and reinforcing the agency of migrant learners and their parents. It is based on a year-long study conducted by researchers at the University of Johannesburg's Centre for Education Rights and Transformation (CERT), funded by the Foundation for Human Rights. Testimonies, participatory workshops, surveys, interviews, and focus groups with learners, parents, educators, officials, and civil society activists in three South African provinces were studied–Gauteng, Limpopo, and the Western Cape–spanning rural, urban, and township areas. The article is framed by the traumatic experiences of migrant learners before entering South Africa, during their stay, and often when they are deported. Topics covered in the testimonies include children's rights to, and in education, they also traverse gender issues, the travails of unaccompanied minors, and obstacles preventing migrants' participation in schooling and society.   [More]  Descriptors: Foreign Countries, Migrant Programs, Migrant Education, Civil Rights

Schecter, Sandra R.; García Parejo, Isabel; Ambadiang, Théophile; James, Carl E. (2014). Schooling Transnational Speakers of the Societal Language: Language Variation Policy-Making in Madrid and Toronto, Language Policy. A cross-national comparative study in Toronto, Ontario, Canada and Madrid, Spain examines educational policies and practices that target immigrant students for whom the language variety normally spoken in the host country represents a second dialect. Policy contexts and schooling environments of the two urban centres were analyzed to gain deeper understanding of how language variation policies were generated and enacted at various levels within the societal climates surrounding the integration of bi-dialectal students. The tripartite structure for educational provision and the discursive framings of educational policy in the Ontario context were found to be more responsive to the development of school-based practices that address the learning needs of transnationals, although neither context evidenced educational initiatives that promoted awareness of language variation issues at the macro, meso, and micro levels and systematically encouraged acceptance of bi-dialectalism. A contribution to engaged language policy in the form of social critique, the article concludes with an enlightened scenario for language variation policy-making committed to principles of transnationalism, inclusion, and human rights.   [More]  Descriptors: Language Variation, Educational Policy, Foreign Countries, Cross Cultural Studies

Perez Huber, Lindsay (2009). Challenging Racist Nativist Framing: Acknowledging the Community Cultural Wealth of Undocumented Chicana College Students to Reframe the Immigration Debate, Harvard Educational Review. Using the critical race "testimonios" of ten Chicana undergraduate students at a top-tier research university, Lindsay Perez Huber interrogates and challenges the racist nativist framing of undocumented Latina/o immigrants as problematic, burdensome, and "illegal." Specifically, a community cultural wealth framework (Yosso, 2005) is utilized and expanded to highlight the rich forms of capital existing within the families and communities of these young women that have allowed them to survive, resist, and navigate higher education while simultaneously challenging racist nativist discourses. Reflecting on her data and analysis, Perez Huber ends with a call for a human rights framework that demands the right of all students–and particularly Latinas/os–to live full and free lives.   [More]  Descriptors: Undergraduate Students, Research Universities, Females, Immigrants

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