Bibliography: Immigrant Rights (page 18 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 Mary Ann Zehr, Jacqueline Maria Hagan, Laura Garcia Landa, Inc. Access USA, Ava L. McCall, Scott Phillips, Albert Koehl, Bridget A. Cotner, Pauline Moore, and Xuesong Gao.

Access USA, Inc., Millington, NJ. (1994). The Complete Guide to Immigration and Successful Living in the United States. This guide is designed to provide immigrants with an understanding of the way immigration law works and information on daily life in the United States. It consists of two parts: (1) a section on immigration law, with an overview and detailed information on the types of visas available and sample immigration forms; and (2) information on American life, including overviews of: government functions (courts, licenses, immigrant rights, attorneys, police, firefighters); employment (outlook), job search techniques, employment services, resumes and interviews, growth occupations, corporations, starting a business, types of businesses, franchises, banking for businesses); finance and banking (services, currency, investment, credit, taxes); insurance (health, automobile, homeowners, life, and choice of insurance company); housing (buying, selling, renting, establishing basic services); food and shopping (restaurants, food shopping, supermarkets and convenience stores, shopping at department and specialized stores, malls, and catalog and television shopping, car purchases); health care (preventive and curative, sources of care, medication, staying well, living wills, emergencies, medical professionals, immunizations, fire safety); communications (telephone, mail, telegraph services); education (all levels, library services, English instruction); recreation and travel (entertainment, sports, activities, organizations, religion, holidays, travel by car, plane, train or recreational vehicle, climate, tourism); time zones and metric conversions; and public agencies (state chambers of commerce, embassies and consulates, immigration offices). (MSE) Descriptors: Acculturation, Banking, Citizenship Education, Civics

Phillips, Scott; Hagan, Jacqueline Maria; Rodriguez, Nestor (2006). Brutal Borders? Examining the Treatment of Deportees during Arrest and Detention, Social Forces. Recent legislation has produced a dramatic rise in the detention and removal of immigrants from the United States. Drawing on interviews with a random sample of Salvadoran deportees, we examine treatment during arrest and detention. Our findings indicate: (1) deportees are often subject to verbal harassment, procedural failings and use of force; (2) force tends to be excessive; (3) force is more common against deportees than citizens; (4) situational contingencies and organizational actors influence force, but ecological settings do not.   [More]  Descriptors: Foreign Countries, Crime, Federal Legislation, Immigrants

Zehr, Mary Ann (2007). With Immigrants, Districts Balance Safety, Legalities, Education Week. In this article, the author discusses attempts by schools to navigate stepped-up federal efforts to curb illegal immigration, protection of student privacy, and the safety of students during enforcement operations. In Albuquerque and Santa Fe, New Mexico, for example, school personnel are barred from putting information about a child's immigration status in school records or sharing it with outside agencies, including federal immigration authorities. Personnel are also told to deny any request from immigration officials to enter a school to search for information or seize students. School officials–with the help of lawyers–instead would determine whether to grant access. Meanwhile, some small communities with an influx of immigrants are weighing how best to respond if children are left stranded at school because family members have been detained in an immigration raid.   [More]  Descriptors: School Role, School Personnel, Safety, Privacy

National Council of La Raza, Washington, DC. (2003). NCLR Agenda for Hispanic Families: A Public Policy Briefing Book. This briefing book offers guidance to Congress, the Administration, and state legislatures about which issues are important to the nation's largest ethnic groups, focusing on: "Civil Rights" (hate crimes, racial profiling, sentencing reform, and voting rights); "Economic Mobility" (e.g., banking and financial services, pensions, savings, Social Security reform, tax cuts, and welfare reauthorization); "Education" (e.g., early childhood education, the education budget, adult English as a Second Language Services, and college access for immigrant students); "Health Care" (e.g., restoration of immigrant benefits, access to health insurance and Medicaid reform, language access, and community health centers); "Housing" (fair housing and housing counseling); "Immigration" (e.g., comprehensive immigration reform, post-September 11 immigration policies, state and local police enforcement of immigration law, and farmworkers); "NCLR's State and Local Policy Activities" (California and Texas, health, driver's licenses, language access, naturalization, and education); and "Population Tables" (states ranked by Hispanic population, 1990 and 2000, and states ranked by growth of Hispanic population, 1990 to 2000). Includes a list of resources on the various issues covered in the guide.   [More]  Descriptors: Access to Education, Access to Health Care, Adult Education, Civil Rights

McCall, Ava L. (2002). That's Not Fair! Fourth Graders' Responses to Multicultural State History, Social Studies. In this article, the author details how she and another teacher developed a multicultural Wisconsin history curriculum for a fourth-grade classroom. Their focus in this article is a description of the main ideas students learned and the instructional strategies that supported their learning from the three-week unit on Wisconsin government. They chose to focus on issues common among many states: (1) the role of immigrants and indigenous peoples in state government; (2) different perspectives on becoming a state; and (3) voting rights for various segments of the population after statehood. By bringing out diverse perspectives and conflicts over statehood and voting rights, they hoped to engage students in thinking more deeply about state government. The author encourages classroom teachers considering teaching a similar state government unit to invite students to examine similar issues related to statehood, state government, and voting rights from diverse perspectives.   [More]  Descriptors: Grade 4, State Government, State History, Educational Strategies

Gonzales, Roberto G. (2010). On the Wrong Side of the Tracks: Understanding the Effects of School Structure and Social Capital in the Educational Pursuits of Undocumented Immigrant Students, Peabody Journal of Education. Over the last few years, increasing scholarly and media attention has been paid to the plight of undocumented immigrant college students. However, only a small fraction of undocumented youth actually moves on from high school to postsecondary opportunities. Indeed, the exclusion from financial aid eligibility and low family socioeconomic status severely limit undocumented students' ability to matriculate to institutions of higher learning. But little is known about the ways in which school experiences shape postsecondary outcomes. This article focuses on the high school experiences of a sample of undocumented young adults and examines the ways in which school structures shape access to resources needed for postsecondary matriculation. In doing so, I argue that school-based networks are critical for success. However, these networks are fundamentally shaped by the school structure. This article draws from 78 in-depth life histories of undocumented Latino young adults in the Los Angeles metropolitan area. I incorporate a sample, stratified by educational experiences. The lived experiences of these young adults shed important light on the broader world in which they live and the ways in which immigration policies interact with school practices to shape success and failure.   [More]  Descriptors: Young Adults, Metropolitan Areas, Educational Experience, Social Capital

Blair, Meg (2005). Women in History–Bella Stavisky Abzug (1920-1998), Journal of Women in Educational Leadership. Bella Stavisky was born in New York City on July 24, 1920. She was born to activism: her father's butcher shop was called the Live and Let Live Meat Market, in protest of WWI. Her parents were Russian Jewish immigrants, and when her father died there was no son to say Kaddish for him, so 13-year-old Bella marched into Temple each day for a year to offer the prayers, a role traditionally forbidden to women. After graduating from high school, Bella attended Hunter College in New York. Her dream was to be a lawyer. Harvard, her first choice of law schools, did not accept women, so she went instead to Columbia, where she met her husband, Martin (Maurice) Abzug. It is notable that in that day, Martin put aside his dreams of becoming a writer, and in order to support Bella's ambitions, he worked as a stockbroker. Her first claim to fame as a lawyer came when she traveled to Mississippi while eight months pregnant to defend Willy McGee, a black man accused of raping a white woman. Local motels would not allow her to stay, so she slept in the bus station for the entire trial. Her other cases were typically labor disputes or civil rights cases, often done for free or for very little money. Another early highlight of her life was founding the first modern women's mass peace movement, Women Strike for Peace in 1961. This group fought for a nuclear weapons test ban. In 1970, Bella won her first term to Congress. She was an ardent opponent of the Vietnam War and was the first member of Congress to support impeaching President Nixon. As chair of the subcommittee on government information and individual rights, Bella co-wrote three influential laws: (1) the Freedom of Information Act; (2) the Sunshine Law; and (3) the Right to Privacy Act. Although not normally connected with educational issues, Bella was a passionate supporter of women's rights, and often education went hand-in-hand with improving the economic conditions in which women lived worldwide, and education was vital to women becoming more involved in the political process. From the time she defied Jewish tradition to learn to read the Torah, Bella fought for equality of women in education. Some of her other notable achievements in the area of education included her work with the Fourth World Conference on Women in Beijing and the Beijing Platform for Action, that included strong wording regarding education of women, and work to pass both the Civil Rights Act of 1964 and Title IX of the Educational Amendments, which called for equality in all areas of education for women and girls.   [More]  Descriptors: Jews, Civil Rights, Lawyers, Court Litigation

Acosta, Curtis (2013). Pedagogies of Resiliency and Hope in Response to the Criminalization of Latin@ Students, Journal of Language and Literacy Education. Over the last two decades, the criminalization and demonization of Chican@/Latin@ youth has produced policies in the United States that have banned bilingual education, Mexican American Studies in Tucson, and undocumented students in Georgia from attending public universities. Furthermore, hundreds and thousands of youth in the U.S. are criminalized due to inadequate and inhumane immigration policies that violate civil and human rights. Not coincidentally, the prison industrial complex has seen their profits increase exponentially and the convergence of these two phenomena proves to be far from accidental. However, pedagogies of hope and resiliency shine a beacon of optimism for the future in communities that have seen unparalleled regressive political attacks on Chican@/Latin@ youth. This article focuses on the relationship between the political context for Chican@/Latin@ youth and the resiliency and creativity of those who strive for justice, equality and education for liberation in their community.   [More]  Descriptors: Teaching Methods, Hispanic Americans, Resilience (Psychology), Psychological Patterns

Terborg, Roland; Landa, Laura Garcia; Moore, Pauline (2006). The Language Situation in Mexico, Current Issues in Language Planning. This monograph will cover the language situation in Mexico; a linguistically very complex country with 62 recognised indigenous languages, the "de facto" official language, Spanish, and some immigrant languages of lesser importance. Throughout the monograph, we will concentrate on three distinct challenges which we consider relevant for Mexican language policy. The first area of interest is the challenge of the multilingual situation where there is conflict between Spanish and the indigenous languages, most of which are in danger of shift. This situation has many consequences both for education and for linguistic human rights. The second challenge that is discussed is that of foreign language teaching, which is a growing need in the Mexican education system, just as it is for any economically developing nation. In particular, English is in high demand at all levels of education; in turn, this development creates new demands for teaching staff. The third challenge dealt with is Spanish as the language of 90% of all Mexican citizens. While we recognise the role of Spanish as constituting a threat to the indigenous languages, it also plays an important role as a symbol of national identity and has developed a diversity of local varieties. Overall, Mexico has the greatest number of speakers of Spanish in the world and it is a major source of such cultural commodities as films, books, music and theatre. In addition, Spanish itself poses serious educational challenges, with regard to literacy.   [More]  Descriptors: Language Maintenance, Language Planning, Nationalism, Official Languages

Borman, Kathryn M., Ed.; Cahill, Spencer E., Ed.; Cotner, Bridget A., Ed. (2007). The Praeger Handbook of American High Schools. Volume 2, Praeger. Written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this landmark handbook provides a thorough examination of U.S. secondary education from the private academies of Colonial America to the comprehensive high schools and alternative schools of today. This accessible compendium is a treasure trove of reliable and authoritative information for educators, parents, and students. It includes original entries on assessment, architecture, bullying, campus life, censorship, college preparation, desegregation, disabilities, ethnic identity, family and community involvement, finance inequality, gangs, home schooling, homework, immigrants, intelligence, learning styles, magnet schools, mentoring, peer groups and peer culture, prom, reunions, rural schools, school boards, school to work programs, sex education, sports, standardized tests, student rights, teacher certification, teacher shortage, test preparation, violence, vouchers, and yearbooks, just to name a few. The text includes primary documents, each with scene and context-setting introductions, such as reports, legislation, and US Supreme Court cases will be found as well. Thorough cross-referencing enables the user to follow a topic from an entry to a primary document or another related entry. This wide-ranging, accessible and user-friendly source is an authoritative reference for anyone concerned with high schools and high school students in the United States. This second volume is divided into the following sections: (1) Preface; (2) Introduction; (3) List of Entries; (4) Guide to Related Entries; (5) Entries I-Z; (6) Bibliography; and (7) About the Editors and Contributors. [For Volume 1, see ED495146. For Volume 3, see ED495104. For Volume 4, see ED495100.]   [More]  Descriptors: College Preparation, Teacher Certification, Student Rights, Teacher Shortage

Jeynes, William H. (2007). American Educational History: School, Society, and the Common Good, SAGE Publications (CA). Designed for undergraduate and graduate courses in education, this book covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. It introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills and examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. It contains 15 chapters: (1) The Colonial Experience, 1607-1776; (2) The Effects of the Revolutionary War Era on American Education; (3) The Early Political Debates and Their Effect on the American Education System; (4) Education, African Americans, and Slavery; (5) The Education of Women and Native Americans, Latinos, and Asian Americans; (6) The Widespread Growth of the Common School & Higher Education; (7) The Effects of the Events During and Between the Civil War and World War I; (8) The Liberal Philosophy of Education as Distinguished from Conservatism; (9) The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education; (10) The Civil Rights Movement and Federal Involvement in Educational Policy; (11) The Turbulence of the 1960s; (12) The Rise of Public Criticism of Education; (13) The Rise of Multiculturalism & Other Issues; (14) Educational Reform under the Republicans and Democrats; and (15) Other Recent Educational Issues and Reforms.   [More]  Descriptors: African Americans, United States History, Civil Rights, Females

Hacienda La Puente Unified School District, City of Industry, CA. (1993). U.S.A./Mexico Adult Literacy Project: Educacion sin Fronteras/Education without Borders. Final Report, January 1, 1993 – September 30, 1993. A cooperative literacy education program involving Mexico and the United States' border states is documented. The project has three objectives: to (1) implement the Mexican literacy agency's approach to promoting literacy among native Spanish speakers; (2) coordinate U.S./Mexico literacy task force activities; and (3) develop an immigrants' rights curriculum. This final report consists of an outline of the three objectives, sub-objectives, and measures of achievement of them, and supporting documentation in the form of eight exhibits. The exhibits include: the agenda for the 2-day meeting on selection, training, and support of literacy volunteers; a directory of literacy project pilot sites and contact persons; the agenda for a review of immigrant issues curriculum modules; sample administrative report and record forms; handouts used in a June 1993 presentation on the adult literacy project "Educacion Sin Fronteras"; sample correspondence; an analysis of Mexico's adult basic skills curriculum; and the 15 modules of the immigrant issues curriculum prototype. Most materials are in English; some are in Spanish. (MSE) Descriptors: Adult Basic Education, Adult Literacy, Civil Liberties, Curriculum Development

Gao, Xuesong (2012). "Cantonese Is Not a Dialect": Chinese Netizens' Defence of Cantonese as a Regional Lingua Franca, Journal of Multilingual and Multicultural Development. This article reports on an inquiry into Chinese netizens' online discussions related to the "Protecting Cantonese Movement" in Guangzhou, Guangdong Province, on the Chinese mainland. It interprets the ideological discourses used by Chinese netizens in online discussions to protect the status of Cantonese, a regional variety of the Chinese language. These netizens were found to have drawn on the international prestige and traditional heritage of Cantonese in arguing for maintaining its status as a regional lingua franca. Drawing on research on the individualisation of society in China, this article contends that these netizens may be seen to be recontextualising the political establishment's discourses and appropriating them as powerful weapons in defence of their linguistic rights. It was also found in the inquiry that non-Cantonese-speaking migrants were problematised by the netizens as a cause of the predicament of Cantonese, creating a significant challenge for policymakers and language educators in their efforts to create a "harmonious" society on the Chinese mainland. One may argue that harmony can be achieved through respecting individuals' linguistic rights.   [More]  Descriptors: Foreign Countries, Language Teachers, Mandarin Chinese, Language Attitudes

Koehl, Albert (2007). Unlocking the School Door: Immigration Status and the Right to Learn, Education Canada. International law–specifically the United Nations "Convention on the Rights of the Child"–makes it clear that all children have a right to attend school. Ontario's "Education Act," like that of other provinces, requires children between age six and sixteen to be in school, with penalties for parents who don't play their part. And for the last decade, Ontario's education act has prohibited school boards from denying the right of access to children whose parents have no immigration status. However, despite this law, some school officials still take it on themselves to decide who gets in, and who does not. In this article, the author discusses the reasons why children whose parents have no lawful immigration status and are "temporary residents" are kept out of Canadian schools. The author also argues that these children should not kept out of school for the immigration faults of their parents.   [More]  Descriptors: Foreign Countries, Immigration, Childrens Rights, Immigrants

Jones, Rachel Bailey (2011). Intolerable Intolerance: Toxic Xenophobia and Pedagogy of Resistance, High School Journal. In this paper, the author examines the mobilization and regulation of toxic xenophobia in the post-September 11th era. The graphic posters from the far-right, anti-immigration Swiss UDC party are examined along with artistic responses to this graphic xenophobia. The paper argues that using the visual forms of xenophobia and the artistic responses as the basis for critical visual analysis in the public school curriculum could lead to an important site of struggle against the rise of toxic xenophobia and the "neutral" presentation of 9/11 found within textbooks and curriculum created by mainstream educational companies.   [More]  Descriptors: Stranger Reactions, Immigrants, Foreign Countries, Social Attitudes

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