Bibliography: Immigrant Rights (page 25 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 Robert Ramirez, Peter Galuszka, Sacramento. California State Dept. of Education, Frank S. Ludovina, Andrew Goldsmith, Susan C. Morse, Nancy H. Hornberger, Washington National Council of La Raza, Rebecca Mongeon, and Heinz Kloss.

National Council of La Raza, Washington, DC. (1999). The Impact of Immigration Enforcement by Local Police on the Civil Rights of Latinos. Issue Brief. This paper discusses the provisions of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA) (sections 642 and 133) and outlines some concerns with the new Immigration and Naturalization Service (INS) Quick Response Team initiative. It also examines the current relationships among local police, the INS, and local Latino communities. Cooperation between the INS and state or local police forces has thus far been restricted to incidents in which there is a clear need for coordinated activity between the INS and another law enforcement activity, but the IIRIRA represents a sweeping reform of the way undocumented immigrants found in the United States are treated under the law, greatly increasing the role of local police. The complexity of immigration law will increase the likelihood that U.S. citizens, lawful permanent residents, and lawfully abiding immigrants will be victimized because of a police officer's unfamiliarity with the law. New regulations also have the potential to compromise community trust in local law enforcement by making local officers appear to be agents of the INS. Some recommendations are made for improving the situation, including the firm suggestion that there should be no delegation of federal immigration authority to local police. The Department of Justice must ensure that the civil rights of Latinos and other ethnic minorities are protected.   [More]  Descriptors: Civil Rights, Federal Legislation, Hispanic Americans, Immigrants

Muse, Daphne, Ed. (1997). The New Press Guide to Multicultural Resources for Young Readers. This comprehensive guide to multicultural children's literature features over 1,000 critical and detailed book reviews for pre-school, elementary, and middle school students. The reviews in the guide cover a vast range of picture books, biographies, poetry, anthologies, folktales, and young adult novels, and include synopses, suggestions for classroom use, and assessments of key elements such as cultural sensitivity of text and illustrations. The guide's reviews are organized using an innovative thematic approach designed to aid teachers and parents in integrating these works into existing reading lists and at home. The guide also contains essays by leading writers and educators on key issues in multicultural education, such as recent immigrant experiences, human rights, and building cross-cultural relationships, as well as classics like the Council on Interracial Books for Children's "10 Quick Ways To Analyze Children's Books for Racism and Sexism." Also included are illustrations, timelines, sidebars, lesson plans, and vignettes showing how to incorporate multicultural books into the curriculum. Information on multimedia resources including films, videos, and CD-ROMS is provided. The guide contains an index of authors, illustrators, titles, and ethnicities. Descriptors: Adolescent Literature, Biographies, Book Reviews, Childrens Literature

Cammarota, Julio (2006). Disappearing in the Houdini Education: The Experience of Race and Invisibility among Latina/o Students, Multicultural Education. This article examined Latina/o students' experiences of racism at El Centro High. Many felt that negative relationships with school personnel were deleterious to their education. These relationships had grown from teachers' and administrators' ideological assumptions of Latina/o students' racial inferiority. These assumptions had stemmed from two prevalent and deeply racist ideologies: One was that Latinas/os were an illegitimate presence in the United States, and therefore had no right to exist in the country or have any fair claim to service by U.S. institutions. The other was that Latinas/os lacked the intellectual capacity for school success.   [More]   [More]  Descriptors: Ideology, Racial Bias, Hispanic American Students, Social Bias

Mongeon, Rebecca, Ed.; Tambascio, Donna, Ed. (2008). Research & Action Report. Volume 29, Number 2, Spring/Summer 2008, Wellesley Centers for Women. The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Gen Y Goes to School; (2) Q&A with Erika Kates: A New Staff Partnership Studies Justice for Victims, Justice for Offenders, and Economic Justice; (3) It's Time to Hear from the Youth!; (4) Commentary: Gender Equality Gets a Boost from an Unexpected Corner; (5) Short Takes; (6) Global Connections & Executive Report on Asian Regional Conference–Women and Children: The Human Rights Relationship; (7) New and Notable Publications; and (8) Spotlight on New Research. [Susan Lowry Rardin contributed to this issue. For Volume 29, Number 1 of "Research & Action Report, see ED500770.]   [More]  Descriptors: Sociocultural Patterns, Cohort Analysis, Sex Fairness, Social Justice

Nickel, James W. (1996). The Claims of Immigrants: A Response to Baubock and Parekh. Commentary, International Migration Review. The papers by B. Parekh and R. Baubock try to rebut arguments that immigrants have weaker claims to cultural liberty and preservation than other sorts of minorities. Many such claims, however, are not as vital as basic human rights, and may not pass tests of the good of the entire society. Descriptors: Civil Liberties, Cultural Awareness, Cultural Differences, Cultural Maintenance

Hornberger, Nancy H. (1997). Language Policy, Language Education, and Language Rights: Indigenous, Immigrant, and International Perspectives, Working Papers in Educational Linguistics. Indigenous languages are under siege, not only in the United States but also around the world, in danger of disappearing because they are not being transmitted to the next generation. Immigrants and their languages worldwide are similarly subject to seemingly irresistible social, political, and economic pressures. Yet, at a time when phrases such as "endangered languages" and "linguicism" are invoked to describe the plight of the world's vanishing linguistic resources in their encounter with the phenomenal growth of world languages such as English, there is also consistent and compelling evidence that language policy and language education serve as vehicles for promoting the vitality, versatility, and stability of these languages, and ultimately of the rights of their speakers to participate in the global community on and in their own terms. (Contains 53 references.)   [More]  Descriptors: Foreign Countries, Heritage Education, Indigenous Populations, Language Maintenance

Guarneri; Carl, Ed.; Davis, James, Ed. (2008). Teaching American History in a Global Context, M.E. Sharpe Inc. This comprehensive resource is an invaluable aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view. The contributors include well-known American history scholars as well as ordinary classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a "Views from Abroad" section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources. This book contains five parts. Part I, Calls for Change, contains: (1) The National Standards for History, National Center for History in the Schools; (2) The La Pietra Report: Internationalizing the Study of American History, "Organization of American Historians"; (3) Preparing Citizens for a Global Community, National Council for Social Studies; and (4) Internationalizing Student Learning Outcomes in History, American Historical Association/American Council on Education. Part II, Widening the Horizons of American History, contains: (5) In Pursuit of an American History (Carl N. Degler); (6) The Autonomy of American History Reconsidered (Laurence Veysey); (7) No Borders: Beyond the Nation-State (Thomas Bender); (8) Atlantic History: Definitions, Challenges, and Opportunities (Alison Games); (9) Environment, Settler Societies, and the Internationalization of American History (Ian Tyrrell); (10) American Studies in a Pacific World of Migrations (Henry Yu); (11) The African Diaspora and the Re-Mapping of U.S. History (Robin D.G. Kelley); and (12) American Freedom in a Global Age (Eric Foner). Part III, Teaching American History in a Global Context Concepts, Models, Experiences, contains: (13) Internationalizing the U.S. Survey Course: American History for a Global Age (Carl Guarneri); (14) Continental America, 1800-1915: The View of an Historical Geographer (Donald W. Meinig); (15) International Baccalaureate History of the Americas: A Comparative Approach (Maurice Godsey); (16) Teaching the United States in World History (Peter Stearns); and (17) Integrating United States and World History in the High School Curriculum (Mark Wallace). Syllabi includes: (18) America and the World: From the Colonial Period to 1900 (Ken Cruikshank); (19) The United States in World History (Alan Dawley); (20) The United States and the World: A Globalized U.S. History Survey, Center for World History, University of California, Santa Cruz; (21) The North and South Atlantic Core (Erik Seeman); and (22) Teaching Comparative U.S. and South Africa Race Relations (Derek Catsam). Topics and Strategies contains: (23) Internationalizing Three Topics in the U.S. History Survey Course (Thomas Osborne); (24) America on the World Stage, OAH Magazine of History; (25) AP Central Articles on Internationalized U.S. History, The College Board; (26) Teaching Gender Relations in Settler Societies: The United States and Australia (M. Alison Kibler); (27) Sisters of Suffrage: British and American Women Fight for the Vote (Barbara Winslow); (28) From Immigration to Migration Systems: New Concepts in Migration History (Dirk Hoerder); (29) Rethinking Themes for Teaching the Era of the Cold War (Norman L. and Emily S. Rosenberg); and (30) A World to Win: The International Dimension of the Black Freedom Movement (Kevin Gaines). Lesson Plans includes: (31) EDSITEment Lesson Plans, National Endowment for the Humanities; (32) Spanish Colonization of New Spain: Benevolent? Malevolent? Indifferent? (Melinda K. Blade); (33) Disease in the Atlantic World, 1492-1900 (Karen E. Carter); (34) Witches in the Atlantic World (Elaine Breslaw); (35) New York was Always a Global City: The Impact of World Trade on Seventeenth Century New Amsterdam (Dennis J. Maika); (36) The Code Noir : North American Slavery in Comparative Perspective (Kevin Arlyck); (37) Indian Removal: Manifest Destiny or Hypocrisy? (David L. Ghere); (38) Mexico's Loss of Land: Perspectives from Mexico and the U.S., Resource Center of the Americas; (39) Comparing the Emancipation Proclamation and the Russian Emancipation Manifesto (Clair W. Keller); (40) Italians Around the World: Teaching Italian Migration from a Transnational Perspective (Dennis J. Townsend); (41) Eleanor Roosevelt and the Declaration of Human Rights: A Simulation Activity (Sally Gilbert and Kathy Schollenberger); (42) Martin Luther King, Jr.'s "Beyond Vietnam" (Erin Cook and Stan Pesick); (43) Comparing U.S. and Vietnamese Textbooks on the Vietnam War (John J. DeRose); (44) Borderlands, Diasporas, and Transnational Crossings: Teaching LGBT Latina and Latino Histories (Horacio N. Rocque Ramirez); (45) America Held Hostage: The Iran Hostage Crisis of 1979-1981 and U.S.-Iranian Relations (Lawrence A. Wolf); and (46) Cultural Aspects of American Relations with the Middle East (Paul R. Frazier). Part IV, Views from Abroad, contains: (47) American History Lessons Around the World (Brett Berliner); (48) "And We Burned Down the White House, Too": American History, Canadian Undergraduates, and Nationalism (James Tagg); and (49) Being the "Other": Teaching U.S. History as a Fulbright Professor in Egypt (Maureen A. Flanagan). Part V, Additional Resources, contains: (50) Additional Resources to Support Teaching U.S. History in a Global Context (Carl Guarneri and James Davis). An index is included.   [More]  Descriptors: World History, United States History, Courses, Race

Kloss, Heinz (1998). The American Bilingual Tradition. Language in Education: Theory and Practice No. 88. The history of language policy in the United States is explored, focusing on the rights of language minorities. The first chapter presents constitutional and ethnolinguistic background information and gives an overview of the main categories of language rights. Chapter two describes the extent to which the federal government has or has not made use of and promoted languages other than English. The third chapter outlines American achievements in toleration-oriented minority rights, and the fourth examines minority rights extended to promote language use among post-independence immigrant groups. Chapters five through eight describe the promotive language rights granted in various geographic areas, including mainland United States (large old- settler groups and smaller groups of original settlers), outlying areas that became states, and overseas possessions that did not attain statehood. Contents are indexed. (Contains 694 references.)   [More]  Descriptors: Bilingual Education, Bilingualism, Civil Rights, Federal Legislation

National Council on Disability, Washington, DC. (2000). National Disability Policy: A Progress Report, November 1, 1998–November 19, 1999. This report describes the nation's progress in advancing public policies to increase the inclusion, empowerment, and independence of people with disabilities of all ages consistent with the vision of the Americans with Disabilities Act of 1990. The report covers the period of November 1, 1998 through November 19, 1999. It reviews federal policy activities by major issue areas, noting progress where it has occurred and making further recommendations where necessary. Progress is evaluated in the following areas: (1) disability research; (2) civil rights; (3) education; (4) health care; (5) long-term services and supports; (6) youth; (7) immigrants and racial and ethnic minorities with disabilities; (8) social security work incentives and programs; (9) employment; (10) welfare-to-work; (11) housing; (12) transportation; (13) technology and telecommunications; and (14) international issues. The report concludes that current public policy results in an unemployment rate for people with disabilities exceeding 70 percent; that current policy favors institutional placements and segregated housing over independent living with appropriate support services; and that students with disabilities are not receiving special education in regular education environments. It urges solid leadership and commitment by enforcement agencies, as well as adequate investment to enforce civil rights laws, and the enactment of a strong Patient's Bill of Rights.   [More]  Descriptors: Accessibility (for Disabled), Adults, Civil Rights Legislation, Compliance (Legal)

Ramirez, Robert, Ed. (1979). Conference on the Education of Undocumented Students: Status and Suggested Remedies (San Antonio, Texas, May 11, 1979). While legislators debate, courts differ, and limited rulings emanate, Texas school district boards and superintendents are faced with the day-to-day problems of trying to decide whether or not illegal immigrant children should be educated, and if so, where and how. The conference proceedings provide a means of sharing these concerns and the exchange of views of possible remedies. Dr. Jose Cardenas' opening statement calls for a humane perspective in order to address the issues with fairness, particularly with fairness to the children involved. Leonel Castillo, Commissioner of the U.S. Immigration Service, presents the position of the U.S. Department of Justice that any child in the U.S. is entitled to an education. Summaries of group discussions reveal that impacted districts possess inadequate space to absorb growing numbers of aliens; access to education can be a function of wealth; methods of dealing with undocumented students by Texas schools are inconsistent; and alternative schools cannot meet the needs of all excluded students. Some remedies generated by discussions recommend provision of State and Federal funds for construction purposes; increasing school district unencumbered funds; and a clear Federal position of total immigration policy. Appendices include a Mexico/U.S. border city study with census data, a statement on the rights of undocumented immigrant children to a public education, texts of proposed Texas legislation, and a list of pertinent court cases. Descriptors: Access to Education, Admission Criteria, Costs, Court Litigation

California State Dept. of Education, Sacramento. (2002). Cesar Chavez–Grade Three Model Curriculum and Resources. In this California state curriculum model for grade 3, "Continuity and Change," students study Cesar Chavez. The students learn about his relationship with immigrants, about his work with Fred Ross, and about his work in his own community. Students explore his work as a civil rights leader and labor organizer and the connection between his ideas and his actions and behavior. The curriculum presents a history/social science framework; address history/social science state standards; sets a context; poses focus questions; cites expected learning outcomes; discusses assessment; lists key concepts; suggests an essential vocabulary, primary sources, and visuals; and provides a detailed step-by-step procedure for implementing each of the five lessons. The lesson are: (1) "We Depend on the Land: Agriculture in California"; (2) "Cesar E. Chavez: An American Hero"; (3) "Understanding a Democratic Society"; (4) "Cesar E. Chavez: An Instrument of Change in a Democracy"; and (5) "Agriculture and the Economy." Classroom activities, a biography, and photographs of Cesar Chavez are included. Descriptors: Academic Standards, Change Agents, Citizen Participation, Classroom Techniques

Galuszka, Peter (2010). A New Eye on History, Diverse: Issues in Higher Education. Two years after the opening of the National Underground Railroad Freedom Center, the $110 million center, opened with exhibits on how enslaved African-Americans risked their lives to make the northward trek to freedom. Today, however, the center is shifting its focus while serving as an educational focal point, research asset and change agent. Area universities use it to research human rights, advance digital technology as a teaching tool and help train future educators. This article discusses how the center, in a new twist, has become a starting point for research and advocacy involving 21st-century slavery and human trafficking. The center spokesman Paul Bernish said that they try to convey that slavery didn't end with the Civil War. Modern-day slavery can involve such events as young girls being kidnapped and forced into prostitution in India or Thailand, known for its sex tourism. Other forms involve forced labor. He added that the center helps lobby state legislatures such as Ohio's to toughen laws and raise awareness.   [More]  Descriptors: Freedom, Sex Role, Change Agents, Slavery

Morse, Susan C.; Ludovina, Frank S. (1999). Responding to Undocumented Children in the Schools. ERIC Digest. This digest discusses public schooling for undocumented immigrant children–children born outside the United States who live here without permission of the federal government. Most are children of agricultural workers. Whatever their circumstances, undocumented immigrant children are entitled to attend school. Anti-immigrant fears are stoked by allegations that undocumented immigrants increase the costs of social services, including education. However, studies suggest that undocumented workers pay taxes but utilize public services at a lower rate than other U.S. residents. Despite the theory of the "common school," U.S. public schools were exclusive until recently. Efforts to exclude undocumented children from public schools contradict the 1982 U.S. Supreme Court ruling in Plyler vs. Doe. Under this ruling, schools may not deny admission to a student based on undocumented status, impose different admission rules or procedures based on individual or group characteristics, engage in practices to "chill" access to school, make enquiries of students or families that may "expose" their undocumented status, or require Social Security numbers of all students. To serve undocumented students well, schools should promote appropriate staff attitudes toward immigrant children and their parents; have courteous, welcoming admission procedures; explain to staff and parents the school procedures that particularly affect immigrant, bilingual, and undocumented children; and more generally, pursue good educational practices. (Contains 13 references.)   [More]  Descriptors: Access to Education, Admission (School), Educational Policy, Elementary Secondary Education

Aroni, Angeliki (2013). Teaching "Human Rights" through Olympic Education in the Intercultural Lyceum of Athens: A Case Study, Intercultural Education. Working in an Intercultural School is one of the most inspiring, motivating challenges an educator can be given in any given society, but that was especially true for Greece at the beginning of the last decade, since it was only in 1996 that the term Intercultural Education was introduced. Partly due to chance, and partly due to personal and professional curiosity, the author sought to find ways to implement in the most effective way the project "Olympic Education," which preceded the Athens 2004 Olympics in one of the four Intercultural senior high schools (Lyceums) in Elliniko, Athens. There is one activity that even today, after more than 10 years, stands out in the author's mind, mainly because of the difficulty faced due to the aggressive reactions of some of the students while implementing it. This particular activity was called "Creating a common world." The educational objectives of the activity were for students to gain knowledge about different cultures and countries, and to cooperate with each other to create their own common "culture.". The activity is described in this article.   [More]  Descriptors: Multicultural Education, Foreign Countries, High Schools, Civil Rights

Goldsmith, Andrew (1996). Foundations of Refugee Rights: How Legal Language Reflects Current Trends, Migration World Magazine. Addresses the recent anti-immigrant sentiment in the United States and examines the forces causing it. The article examines legal language and opinion in court cases showing shifting anti-immigrant sentiment, including the language used in California's Proposition 187, and argues that this legal language in which court decisions and legislation are framed helps shape public opinion. Descriptors: Civil Rights, Court Litigation, Ethnic Groups, History

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