Bibliography: Immigrant Rights (page 19 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 Rainer Lehmann, Carole L. Hahn, Linda Prieto, Wolfram Schulz, Jan Steutel, Natalia Ganuza, Monisha Bajaj, Barbara Falk, Belinda Hernandez Arriaga, and Basil R. Singh.

Ganuza, Natalia; Hedman, Christina (2015). Struggles for Legitimacy in Mother Tongue Instruction in Sweden, Language and Education. This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers' narratives center round issues of legitimacy, both for the subject per se and for the teachers' right to be viewed as "real" teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a "common heritage" and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.   [More]  Descriptors: Foreign Countries, Native Language Instruction, Teaching Methods, Teacher Attitudes

Bajaj, Monisha (2004). Human Rights Education and Student Self-Conception in the Dominican Republic, Journal of Peace Education. In 2001, a 3-month course in human rights based on critical inquiry was offered to 8th graders in a slum area of Santo Domingo. The students' attitudes, behaviors and knowledge of human rights principles were measured before and after the course. The curriculum focused on international principles and entrenched local problems such as discrimination against Haitian migrants, police brutality, violence against women and exploitation of child labor in free trade zones. This paper will discuss the field of human rights education, the study's findings about the nature of student response to the course and its impact on student identity, solidarity with victims of human rights abuses and self-confidence as a result of human rights education.   [More]  Descriptors: Civil Rights, Student Attitudes, Student Reaction, Child Labor

Talcott, William (2005). Modern Universities, Absent Citizenship? Historical Perspectives. CIRCLE Working Paper 39, Center for Information and Research on Civic Learning and Engagement (CIRCLE), University of Maryland. The historical study of university campuses can tell us much about the changing character and presuppositions of citizenship. Likewise, the study of citizenship can shed considerable light on the nature of universities. Throughout American history, various elite institutions can be seen struggling to establish a semblance of order and control in political society-most clearly in the late 19th century with large numbers of immigrants changing the urban landscape, and with populist movements threatening elite cultural and political dominance, but equally in the face of early 20th century phenomena of mass society, propaganda, and global interdependence. The author finds it helpful to think of modern universities, emerging in the late 19th century, as right there in the struggle, as new institutional arenas of public practice to shape new kinds of citizens. From this perspective, universities and modern citizenship are intertwined in ways mutually complicating and obscuring. With the aim of untangling some of these connections, this review covers a sample of formative texts on the broad topic of citizenship and the historical development of modern universities in the United States. (Contains 47 endnotes.) [This paper was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE), University of Maryland.]   [More]  Descriptors: Citizenship, Higher Education, Universities, Educational History

Rodriguez, Arnaldo (2010). The Right Thing to Do, Journal of College Admission. This article features Pitzer College, California, a test-optional institution that offers a four year full-tuition scholarship for undocumented students. The author describes how Pitzer College considered offering this scholarship and made such a bold move. Offering this scholarship means the college will be dedicating over a quarter of a million dollars over the next four years to it. The author is extremely proud to be part of a college that is willing to make such a commitment to very deserving students.   [More]  Descriptors: Undocumented Immigrants, Church Related Colleges, Scholarships, Scholarship Funds

Torney-Purta, Judith; Lehmann, Rainer; Oswald, Hans; Schulz, Wolfram (2001). Citizenship and Education in Twenty-Eight Countries: Civic Knowledge and Engagement at Age Fourteen. In 1994 the General Assembly of the International Association for the Evaluation of Educational Achievement (IEA) decided to undertake a study on civic education. This volume reports on Phase 2 of the project, which consisted of a test (keyed cognitive items) and a survey (un-keyed attitudinal and behavioral items) administered in each participating country to representative samples of about 3,000 students in the modal grade for 14-year-olds. A questionnaire was administered to civic-related teachers and to school principals. This report will give educators, policymakers, and the public information about what 14-year-old students know and think about democratic institutions and processes. It also provides a snapshot of the civic activities of young people and an indication of their intentions regarding future participation in civic affairs. It is divided into the following chapters: (1) "Introduction to the IEA Civic Education Study"; (2) "Instrument Development, Sampling, Testing and Quality Control"; (3) "Knowledge of Content and Skills in Interpreting Civic Information"; (4) "Students' Concepts of Democracy, Citizenship and Government"; (5) "Students' Attitudes toward the Nation, the Government, Immigrants and Women's Political Rights"; (6) "Students' Civic Engagement and Political Activities"; (7) "Students' Views' of Opportunities for Civic Engagement in Classrooms, Schools and Youth Organizations"; (8) "A Model for Explaining Students' Civic Knowledge and Engagement"; (9) "The Teaching of Civic Education"; and (10) "Civic Knowledge and Engagement: A Synthesis." Appendices contain examples of items from the civic knowledge test; item-by-score maps for scales reported in chapters 5 through 7; classical psychometric indices (selected); standard deviations of total civic knowledge; and teachers' reports. (Contains extensive references.)   [More]  Descriptors: Adolescents, Attitude Measures, Citizenship, Citizenship Education

Spiecker, Ben; Steutel, Jan; de Ruyter, Doret (2004). Self-Concept and Social Integration: The Dutch Case as an Example, Theory and Research in Education. This article evaluates the credo "integration while maintaining one's identity" with the help of psychological arguments. First, it explores the requirements of being a good citizen in a liberal democracy. Following Rawls, we state that justice is the cardinal liberal virtue and that this virtue includes having the disposition to respect the rights of all citizens equally. It then investigates psychological theories about identity and the relation between culture and identity. We focus on the distinction between collectivistic cultures and an interdependent self-concept on the one hand and individualistic cultures and an independent self-concept on the other. We come to the conclusion that the development into a good citizen of a liberal democracy cannot be combined with the full preservation of an interdependent self-concept. Further, we argue that the state has the right and the duty to offer civic education to all pupils, even if this means that the development of an inter-dependent self-concept of children from particular immigrant groups will be hampered.   [More]  Descriptors: Social Integration, Democracy, Citizenship Education, Psychology

Brady, Sheila; And Others (1991). It's Yours: The Bill of Rights. Lessons in the Bill of Rights for Students of English as a Second Language. This curriculum presents lessons and materials designed to teach immigrant students their rights and responsibilities under the U.S. legal system. The lessons employ interactive strategies, and develop higher order thinking skills as they foster English language learning. The curriculum contains eight units: (1) "Roots of Rights: Introduction to the Bill of Rights"; (2) "Free Speech, Assembly, Press: Freedom of Speech; Freedom of Press; Freedom of Assembly; Freedom to Petition Government"; (3) "Freedom to Believe: Freedom of Religion"; (4) "It's about Privacy: Freedom from Unreasonable Search and Seizure"; (5) "Rights of the Accused: Right to a Lawyer; Right to Trial by Jury; Protection Against Cruel and Unusual Punishment"; (6) "Equal Protection Under the Laws: Equal Rights"; (7) "The Bill of Rights and Your Body: Right to Privacy"; and (8) "The Right to Vote: Right to Vote and Participate." The Universal Declaration of Human Rights and the Extended Bill of Rights are appended. Descriptors: Citizenship Education, Citizenship Responsibility, Civil Liberties, Constitutional History

Singh, Basil R. (1999). Responses of Liberal Democratic Societies to Claims from Ethnic Minorities to Community Rights, Educational Studies. Explores the place of minority rights within two liberal societies, focusing on immigrants from former French and British colonies, by examining two court cases that address cultural and religious expression (wearing cultural/religious attire in schools). Examines how the societies' procedures and ideologies resulted in different outcomes for minority rights. Descriptors: Case Studies, Civil Liberties, Cultural Influences, Cultural Pluralism

Webb, Sue (2015). "It's Who You Know Not What": Migrants' Encounters with Regimes of Skills as Misrecognition, Studies in Continuing Education. This article analyses qualitative narratives from skilled migrants using Bourdieu's concepts of misrecognition, symbolic and social capital to understand the uneven effects of migration transitions on employment outcomes among migrant groups. Transnational skilled migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries, where inward migration is a strategy to increase the skill level of workforces. Drawing on a qualitative case study of skilled migration to a regional non-metropolitan area of Australia, the article discusses the key finding that "It's who you know, not what you know" which enabled both skilled migrants and their partners to secure employment commensurate with their qualifications and previous employment histories. Building the 'right' social networks post-migration were the gateways to securing employment. A "regime of skills" was used by employers, employment agencies and educational providers who acted as gatekeepers to employment opening up opportunities for some or closing down that for others through processes of misrecognition of the migrants' experiences and skills and the prioritising of localised knowledge and native-like English accents. Through this process of misrecognition, the "doxa" of who should be employed and in what capacity was sustained.   [More]  Descriptors: Foreign Countries, Immigrants, Skilled Workers, Personal Narratives

Hahn, Carole L. (2015). Teachers' Perceptions of Education for Democratic Citizenship in Schools with Transnational Youth: A Comparative Study in the UK and Denmark, Research in Comparative and International Education. As a consequence of globalization and increased immigration, scholars call for reconceptualizations of citizenship and empirical studies to ascertain how citizenship education is enacted in schools serving youth from immigration backgrounds. This study addresses these needs by interviewing civic educators in purposefully selected secondary schools in Denmark and England and Scotland in the United Kingdom. Using data from semi-structured teacher interviews, complemented by classroom observations, the study revealed examples of civic teaching reflective of distinct civic cultures and global trends. In the British schools in the study, the extent to which citizenship was emphasized varied considerably. One school did much to promote local and global civic activism, whereas others emphasized school level participation and charity fundraising. Democratic participation in groups, support for the Danish welfare system, and valuing free expression featured strongly in the Danish schools in the study. Across countries, students were taught about human rights, global issues, and international organizations. Additionally, teachers identified opportunities and challenges in civic teaching for transnational students.   [More]  Descriptors: Foreign Countries, Citizenship Education, Civil Rights, Immigrants

Falk, Barbara (1985). Slogans, Policies and Practice in Multicultural Education in Australia. National Advisory and Co-ordinating Committee on Multicultural Education. Discussion Paper No.2. This discussion paper traces the concepts and events which link slogans about multicultural education with policy statements of political parties and the implementing of these policies, through administrative agencies, to schools. The first section is a theoretical background and gives consideration to what an immigrant's political and moral rights are and should be. Section 2 gives some demographics about immigrant groups in Australia and a background on the country's political parties. Section 3 considers the implementation of government policies and how they filter down into the school system, the individual school, and finally the single classroom. Examples of policy statements are given with analyses of some of their possible interpretations and consequences. There are two appendices; one gives demographics of immigrants by state and the second offers some policy suggestions regarding further research and actions that should be taken to untangle political slogans from the useful actions of educators. Descriptors: Cultural Pluralism, Educational Policy, Elementary Secondary Education, Equal Education

Baubock, Rainer (1996). Cultural Minority Rights for Immigrants, International Migration Review. Argues that cultural minorities enjoy a basic right to recognition and rejects the idea that migrants implicitly renounce their cultural claims when they leave their countries of origin, enter the receiving society, or return. They can generally claim rights that recognize a multicultural transformation of receiving societies. Descriptors: Civil Liberties, Cultural Awareness, Cultural Differences, Cultural Maintenance

Arriaga, Belinda Hernandez (2012). "67 Suenos": Inspiring a Movement for Undocumented Voices to Be Heard, Journal of the Association of Mexican American Educators. This essay documents the work of 67 Suenos, a youth-led collective based in Oakland, California. The group is committed to bringing to light the stories of the 67 percent of undocumented youth and young adults who would not qualify for the DREAM Act and who are in many ways left out of the dominant narrative around immigration reform. The author examines the use of cultural storytelling, through video testimonio and murals, as an important source of healing and movement building. Through their process of reflection, art and action, 67 Suenos provides a powerful lesson on who has the right to be heard and a reminder that all youth have dreams worth pursing. The author pays special tribute to 67 Suenos by including the voices of its members throughout the essay.   [More]  Descriptors: Youth Programs, Story Telling, Video Technology, Art Products

Prieto, Linda (2016). "Testimonios" Informing a Human Rights and Social Justice Education Framework, Association of Mexican American Educators Journal. The recalling and documenting of "testimonio" "as a conceptual and methodological tool that transforms cultural and personal narratives into critical social analysis" (Fuentes & Pérez, 2016) is not an easy process. Often tears, "coraje" (both courage and rage) and laughter accompany this process–a transformative healing process in of itself from which one can draw strength and agency. The process of "testimonio" involves at least two individuals, the "testimoniante" who must be strong enough to make themselves vulnerable in their sharing and reliving of their experiences, and the witness who must both be willing to hold space as the "testimoniante" shares and then commit themselves to working towards alleviating the social injustices the "testimoniante" has experienced. This process is usually painful to both re-live and witness, but it is also a necessary part of one's healing and recognition of shared humanity and perseverance. Herein, Linda Prieto concludes this special issue on "testimonio" by highlighting impactful selections from each article in this issue.   [More]  Descriptors: Personal Narratives, Social Justice, Immigrants, Mexican Americans

Library Journal (2005). Taking Their Show on the Road: Becky Hebert & Siobhan Champ-Blackwell–National Network of Libraries of Medicine. They're two very different women with the same mission: outreach to medically underserved populations. Both work for the National Network of Libraries of Medicine. Becky Hebert (left) covers the Southeast/Atlantic region, and Siobhan Champ-Blackwell, the mid-continental region. They spend much of their lives on the road, exhibiting at minority health conferences and librarians' meetings, teaching minorities to access culturally relevant health information, and building partnerships with community-based organizations. Both women came to librarianship late but found this work a logical and purposeful extension of their background and values. Champ-Blackwell was profoundly influenced by her Irish immigrant parents, who came to America because of its promise of freedom and equality. Living with people active in civil rights and other causes, she grew up wanting "to live a life that is socially just." As a stay-at-home mom, long before she became a librarian, she volunteered with La Leche LeLeague and was president of the Nebraska chapter. She says, "I didn't realize it then, but I was already acting as a health educator, helping new families adjust to caring for a baby." Descriptors: Females, Libraries, Internet, Health Promotion

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