Bibliography: Immigrant Rights (page 22 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 Peter Skerry, And Others, Iman Makeba Laversuch, Washington Public Education Network, Rebecca S. Kraus, Christian Horst, Viola Johnson, Laura O'Connor, Karl Kitching, and Lutz R. Reuter.

Carrera, John Willshire (1989). Educating Undocumented Children: A Review of Practices and Policies. A Trends and Issues Paper. This paper discusses trends and issues surrounding undocumented students in the United States. War, hope, political difficulties, and economic troubles propel immigrants into the country. Estimates range from 100,000 to 500,000 undocumented immigrants entering annually, almost one-fifth of whom are under age 15. Many undocumented children attend public schools. Issues for educators include the right to education for undocumented children, the right of immigration officials to enter the classroom, and children in detention. State laws say all school-aged immigrants are required to attend school without regard to citizenship. However, some immigrant students must receive permission from immigration officials to attend school, and that permission can be withdrawn. Education rights are defined by the courts, federal education acts, and civil-rights legislation. Provisions of the Immigrant Reform and Control Act and the Transition Program for Refugee Children tie services to students' immigration status. Other federal programs do not. Court decisions also address detention center issues, language proficiency, equal educational opportunity, and educational access by undocumented migrant students. Schools are advised to be aware of students' rights and work toward an atmosphere that is hospitable to all immigrants. They are prohibited from discriminating against students based upon their immigration status or making inquiries that might expose that status. Recommendations for schools include staff training, preparation of information materials, and the development of policies dealing with victimization or harassment of immigrant students. The document also includes a legal bibliography, a table of applicable court cases, and 14 references.   [More]  Descriptors: Access to Education, Childrens Rights, Civil Rights, Court Litigation

Lehr, Sabine (2008). Ethical Dilemmas in Individual and Collective Rights-Based Approaches to Tertiary Education Scholarships: The Cases of Canada and Cuba, Comparative Education. One of the ongoing debates in Canadian higher education is the dilemma of the brain drain and the seemingly conflicting goals between the strategies and intentions of various government departments. While Citizenship and Immigration Canada aims to recruit the brightest students from across the globe to study in Canada and to enable their long-term stay as permanent residents and ultimately as citizens, the Canadian International Development Agency is mandated to strengthen human capacity in developing countries. This paper provides a critical analysis of the brain drain problem by juxtaposing Canadian policies with Cuban policies as manifested in the two countries' divergent approaches to international students and tertiary education scholarships for students from poorer countries. Following an overview of the existing scholarship programmes in both countries, ethical and philosophical considerations are examined that appear to underlie the two countries' individual-rights-based and collective-rights-based justifications for making decisions about the terms on which students from other countries are permitted to study in Canada and Cuba.   [More]  Descriptors: Higher Education, Citizenship, Criticism, Foreign Countries

Kovach, Kenneth Julius (1980). With Roots Entwined: Intergroup Relations in Urban Ethnic America. The history of European immigration to the United States and the roles that white ethnic groups have played in American industrialization, urbanization, and suburbanization are discussed in this paper. Focused on is the process by which major American cities grew and changed in terms of their ethnic composition. Fluctuations in the national economy and the labor market are charted as they affected various ethnic groups. The reactions of the white working class (composed largely of the descendants of eastern and southern European immigrants) to the civil rights movement of the 1960s are also discussed. The formation of urban neighborhood coalitions in the 1970s is described as one survival mechanism employed by "white ethnics" in order to ensure safe living environments. Increased citizen participation in community decisionmaking is described as the principal challenge facing Euro American ethnic groups in the 1980s. Descriptors: Blacks, Citizen Participation, Community Involvement, Community Organizations

Laversuch, Iman Makeba (2008). Putting Germany's Language Tests to the Test: An Examination of the Development, Implementation and Efficacy of Using Language Proficiency Tests to Mediate German Citizenship, Current Issues in Language Planning. In an attempt to unify the nation's naturalisation policies, Germany has introduced compulsory language tests as a prerequisite for citizenship. Reactions to this new policy have been sharply divided. After a brief introduction to the sociocultural demography of modern Germany, critical insights are provided into controversial use of literacy as a post-9/11 pre-condition of citizenship. A detailed description is given of cross-regional variations in policy implementation. To do this, a contrastive case study is provided of Bavaria and Saxony-Anhalt. Finally, conclusions are drawn regarding the use of language proficiency as a societal mediator of public rights and privileges.   [More]  Descriptors: Language Usage, Citizenship, Language Tests, Demography

Public Education Network, Washington, DC. (2002). An Action Guide for Community and Parent Leaders: Using NCLB To Improve Student Achievement. This guide addresses provisions of the No Child Left Behind Act of 2001 (NCLB), including rights, roles, and responsibilities that offer parents and community leaders voice in public education. The guide highlights ways to use the NCLB to strengthen public voice and increase community and parental involvement in school- and district-level operations and decisions; identifies areas of NCLB that require or provide for community and/or parental involvement in Title I and Title II; describes the scope and requirements for each area of community and parental engagement; translates legislative language into understandable terms, recommending actions for parents and/or communities; provides a formatted training tool for parent-teacher and town meetings; and identifies areas in the act that are silent about community and/or parent engagement, but where there may be legal loopholes allowing parents and/or communities to exercise leadership and take initiative. Topics include state and local applications; SEA and LEA parental involvement policies; parent-school compacts; SEA and LEA report cards and assessment data; teacher, principal, and paraprofessional quality; parents' right to know; schools identified as needing improvement, corrective action, or restructuring; districts identified as needing improvement and corrective action; language instruction for limited English proficient and immigrant students; and education of homeless students.   [More]  Descriptors: Academic Achievement, Community Involvement, Educational Policy, Elementary Secondary Education

CATESOL Journal (1994). Beyond Classroom Boundaries: Incorporating Context in Teaching. This English-as-a-Second-Language (ESL) journal periodically devotes entire issues to specific issues. The theme of this issue is "Incorporating Context in Teaching." Articles include: "Learning Beyond the Classroom: Developing the Community Connection" (Tim Beard); "Smiling through the Turbulence: The Flight Attendant Syndrome and Other Issues of Writing Instructor Status in the Adjunct Model" (Lynn Goldstein, Cherry Campbell, Martha Clark Cummings); "Developing Communities of Reflective ESL Teacher-Scholars through Peer Coaching" (Kate Kinsella); "An Overview of the Rights of Immigrant Parents" (Peter Roos); "Putting Grading into Context: "From a Nightmare to a Learning Experience" (Katharine Davies Samway); "Collaboration across Disciplines in Postsecondary Education: Attitudinal Challenges" (Marguerite Ann Snow); and "Influences Beyond the Workplace ESL Classroom: The Relationship between Traditional, Transitional, and High Performance Organizations and Workplace ESL Teachers" (Lauren A. Vanett, Lois Facer).   [More]  Descriptors: Adjunct Faculty, Classroom Techniques, College Faculty, Curriculum Design

Kraus, Rebecca S.; Chambers, David R. (2001). A Bridge to One America: The Civil Rights Performance of the Clinton Administration. This report assesses the civil rights record of Bill Clinton's presidential administration, examining progress made in federal civil rights law enforcement and policy development. Four sections include: (1) "Introduction: The Clinton Presidency in Perspective" (the civil rights landscape and continuing relevance of the fight for civil rights); (2) "Background: A Decade of Turmoil and Change" (key civil rights laws, judicial decisions, and agency enforcement in the 1990s; growing racial and ethnic tensions during Clinton's administration; socioeconomic disparities in the 1990s; and demographic change in the 1990s and beyond); (3) "An Evaluation of President Clinton's Civil Rights Record, 1993-2001" (significant civil rights issues of the Clinton administration, including diversity in the federal government, environmental justice, fair housing, equal educational opportunity, equal access to health care, the impact of welfare reform on women and minorities, and voting rights); and (4) "Lessons Learned." Overall, the Clinton administration transformed federal civil rights enforcement and policy efforts in many important ways but ultimately failed to develop or execute effective policies in several key areas relating to civil rights enforcement. Three appendixes present a civil rights timeline, 1990-00; executive orders relating to civil rights, 1994-00; and Clinton's recommendations for building one America.   [More]  Descriptors: Access to Health Care, Affirmative Action, American Indians, Bilingual Education

Johnson, Viola; And Others (1969). Multi-Ethnic Micro-Units. These micro-units of instruction are designed to teach fourth and fifth grade students the multi-ethnic heritage of America. They emphasize the free and open acquisition of knowledge through the inquiry method. Multiple sources are used in each unit and the range of difficulty should enable the student to show progress in skill development as well as content knowledge. The units included in this work are: 1) American Mosaic; 2) Immigrants All; 3) Human Rights; 4) Who is a Patriot; 5) The Myth of the Negro Slave; 6) Americans All; 7) What is a Democracy?; 8) Afro-American Contributions; 9) Ideas for Expansion. Each unit is outlined in terms of concept, generalization, behavioral goals, and teaching procedures. A bibliography is included at the end of each unit. Other documents from the Task Force are SO 005 534 through SO 005 551.   [More]  Descriptors: Black Studies, Civil Liberties, Cultural Awareness, Cultural Background

O'Connor, Laura; Faas, Daniel (2012). The Impact of Migration on National Identity in a Globalized World: A Comparison of Civic Education Curricula in England, France and Ireland, Irish Educational Studies. This article examines the extent to which citizens of migrant origin are included within discourses of national identity in civic education curricula in England, France and Ireland. We explore how much space is given to citizens of migrant origin in discourses of national identity in civic education curricula and how they fit with central values normalized by a higher degree of recognition in schools. Although early immigration systems assumed that incorporation of migrants into the national polity would take place via socialization in education, the failure to include citizens of migrant origin in the contemporary "imagined community" articulated in civic education discourses risks marginalizing some citizens which gives rise to a sovereignty gap. The disparity between legal and cultural belonging of some individuals in Western Europe presents a major challenge for education systems which are tasked with making national identity discourse resonate with a globalized citizenry. The study found that despite commonalities around the promotion of human rights and democracy, civic education curricula diverge with regard to representation of religion. Moreover, nationalistic aspects of the French model contrast with a multicultural, and recently global, approach to citizenship education in England and the promotion of European citizenship in Ireland.   [More]  Descriptors: Nationalism, Citizenship, Democracy, Citizenship Education

Kitching, Karl (2014). The Politics of Compulsive Education: Racism and Learner-Citizenship. Routledge Research in Education Policy and Politics, Routledge Research in Education Policy and Politics. The marketised and securitised shaping of formal education sites in terms of risk prevention strategies have transformed what it means to be a learner and a citizen. In this book, Karl Kitching explores racialised dimensions to suggest how individuals and collectives are increasingly made responsible for their own welfare as "good" or "bad" students, at the expense of the protection of their rights as learner-citizens. Focusing on Ireland as a post-colonial Atlantic state, the book demonstrates how liberal governance, racisms, migration and mass education are interconnected and struggled over at local, national, European and global levels. Using a variety of qualitative studies and analytic approaches, "The Politics of Compulsive Education" details the significance of mass education(s) to the ongoing racialisation of national sovereignty. It draws on in-depth historical, policy, media and school-¬­based research, moving from the 19th century to the present day. Chapters explore diverse themes such as student deportation, austerity and the politics of community "integration", the depoliticisation of third level education via international student and "quality" teacher regimes, the racialised distribution of learner "ability", and school¬­-based bullying and harassment. Combined, these studies demonstrate the possibilities and constraints that exist for educational anti-racisms both in terms of social movements and everyday classroom situations. "The Politics of Compulsive Education" asks key questions about anti¬­-racist responsibility across multiple education sites and explores how racisms are both shaped, and can be interrupted, by the interaction of the global and the local, as seen in terms of migration, the distribution of capital, media, education policy discourse, and teacher and learner identifications. It will be of interest to researchers, academics and postgraduate students of sociology, education, cultural studies, political theory, philosophy and postcolonial studies.   [More]  Descriptors: Politics of Education, Compulsory Education, Racial Bias, Citizenship Education

Horst, Christian; Gitz-Johansen, Thomas (2010). Education of Ethnic Minority Children in Denmark: Monocultural Hegemony and Counter Positions, Intercultural Education. This paper explores the dominant approach to education of ethnic minorities in Denmark. Using the concept of hegemony and the political-science distinction between monocultural and multicultural positions as approaches towards a situation of increasing linguistic, ethnic and cultural diversity, the paper shows how a monocultural approach has become hegemonic in policy initiatives and legal documents. This hegemony is achieved by understanding ethnic, cultural and linguistic diversions from established norms in terms of deprivation. In this way, educational institutions and "majority society" as such are protected from criticism and structural changes towards multiculturalism and the recognition of the linguistic and cultural rights of minority groups. Alternative and competing positions exist in the research literature in the field, but this literature has been excluded from the level of policy and public administration.   [More]  Descriptors: Bilingual Students, Multicultural Education, Cultural Pluralism, Foreign Countries

Reuter, Lutz R. (1990). Political Participation of Non-Citzens in Germany and Western Europe. (Beitrage aus dem Fachbereich Padagogik). This paper compares the present social, economic, and political rights labor immigrants enjoy within the European Community (EC). Its focus is the current debate about the municipal suffrage of permanent residents. The dual relevance of the topic is obvious. EC bodies like the Commission, Council of Ministers, Political Council, and European Parliament withdraw competences of their national counterparts; EC inhabitants, citizens of one of the 12 democratically ruled member states, acquire the right to move, to resettle, and to work everywhere within the Community. However, when doing so, the citizens of the Community lose their basic democratic right to vote or to become elected on at least the subnational levels like those of longterm residents who immigrated from third countries without acquiring citizenship. Currently 12-15 million or four to five percent of the inhabitants of the Community are without democratic rights. Thus, ironically in overcoming the nation state and the transnational extension of socio-economic freedoms are accompanied by a regress of democratic rights and liberties. Therefore, the general (at least, municipal) suffrage of all permanent residents and a common citizenship and ius soli based naturalization legislation are on the political agenda of the Community.   [More]  Descriptors: Civil Rights, Foreign Nationals, Immigrants, Migrant Workers

Roden, Gunilla (1988). Handicapped Immigrant Preschool Children in Sweden, Western European Education. Examines provisions made in Sweden for the education of handicapped and immigrant students and the services offered to their families. Stating that all handicapped persons have the right to receive government services, the article discusses preschool education, day nurseries, mother-tongue language activities, family services, and courses for immigrant parents. Descriptors: Bilingual Education Programs, Children, Day Care, Disabilities

2003 (2003). School Success Tool-Kit: Tools To Help You Get Involved in Your Child's Education. This took kit is part of a national campaign to help parents get more closely involved in their children's education. The campaign, "Success in School Equals Success in Life," asserts that all parents have the right to free, high quality education for their children regardless of race, gender, national origin, or disability status; all parents have the right to be involved in their children's education; all parents have a right to public schools that are properly maintained and adequately funded; all parents have a right to be informed of school policies; all parents have the right to send their children to safe, respectful public schools; and all parents have the right to know about any problems or challenges their children are facing and how they can work with the school to help their children succeed. The booklet presents information on visiting the child's school during school visits or open houses; dealing with disciplinary issues; the child and standardized tests; overcoming social, economic, and cultural barriers; school funding (a key to quality education); learning disabilities and special education; undocumented students and their rights; where to turn with concerns; and other resources. Questions to ask and/or issues to consider are presented for each section.   [More]  Descriptors: Cultural Differences, Discipline, Educational Quality, Elementary Secondary Education

Skerry, Peter (1989). Borders and Quotas: Immigration and the Affirmative-Action State, Public Interest. Examines the effect of recent immigration on the following areas: (1) employment in higher education; (2) school desegregation; (3) public-sector employment; (4) voting rights; and (5) Congressional reapportionment. Discusses affirmative action protection for legal and illegal immigrants. Descriptors: Affirmative Action, College Faculty, Elementary Secondary Education, Equal Education

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