Bibliography: Immigrant Rights (page 30 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 Ofelia G. Berzabel, Thomas J. Antonini, Susan J. Paik, Thomas A. Carrere, Ronald Roach, Yong-Ok Park, Ofelia G. Berzabal, And Others, Journal of Intergroup Relations, and Nadja Zalokar.

Berzabal, Ofelia G. (1977). Reading Right: Tagalog Translation Manual. English for Special Purposes Series: Nursing Aide. This Tagalog translation manual for nursing aides is designed to improve reading skills of U.S. immigrants. After short readings in Tagalog, and English translations of vocabulary/phrases, comprehension, grammar, and language usage exercises are presented. Topical areas include: food, the hospital staff, body language, cleanliness in the hospital, measurements and medical abbreviations, emergencies, the library, observing and reporting, and job searching.   [More]  Descriptors: Adult Education, English for Special Purposes, English (Second Language), Grammar

Berzabel, Ofelia G. (1977). Reading Right: Ilocano Translation Manual. English for Special Purposes Series: Nursing Aide. This Ilocano translation manual for nursing aides is designed to improve reading skills of U.S. immigrants. After short reading in Ilocano and English translations of vocabulary/phrases, comprehension, grammar, and language usage exercises are presented. Topical areas include: food, the hospital staff, body language, cleanliness in the hospital, measurements and medical abbreviations, emergencies, the library, observing and reporting, and job searching.   [More]  Descriptors: Adult Education, English for Special Purposes, English (Second Language), Grammar

Antonini, Thomas J.; And Others (1987). Case Comment: Harvard Law School Forum v. Schultz: When Exclusion of Aliens Under the Immigration and Naturalization Act Conflicts with First Amendment Rights of United States Citizens, Journal of College and University Law. Court litigation and decisions concerning the conflict between first amendment rights of free speech for United States citizens and the rights of controversial international figures, invited by college faculty to speak on campus, are discussed and compared. Descriptors: College Faculty, Conflict of Interest, Constitutional Law, Controversial Issues (Course Content)

Multicultural Education, Training and Advocacy (META), Inc., San Francisco, CA. (1993). Attention Immigrant Parents: Send Your Children to School = Atencion Padres Immigrantes: Manden sus Ninos a la Esucela = Nhung Cha Me Di Dan De Y: Dem Con Ban Toi Truong Hoc. This one page notice to parents, printed on separate pages in English, Spanish, Vietnamese, and Chinese, emphasizes that all children have the legal right to a free public education, regardless of their immigration status. Immigrant children do not need a green card, visa, passport, or any other proof of citizenship or immigration status in order to register for school. It is also illegal for the school district to give information about immigrant children to the Immigration and Naturalization Service (INS). Information that may be asked of parents includes proof of residency in the school district, a birth certificate, immunization record, a social security number (strictly voluntary), and legal guardianship. Students without a birth certificate should not be denied admission, but students must be immunized against certain diseases before they can enroll in school. Once presented for enrollment, the child has the right to be immediately admitted to school. The only justifiable legal delay is for immunizations. The notice recommends that parents who are asked about their child's immigration status by the school or whose child is denied admission, should call META (Multicultural Education, Training, and Advocacy) immediately. Descriptors: Access to Education, Admission (School), Attendance, Childrens Rights

Fenwick, Tara, Ed.; Farrell, Lesley, Ed. (2011). Knowledge Mobilization and Educational Research: Politics, Languages and Responsibilities, Routledge, Taylor & Francis Group. How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better "mobilized" among users such as practicing educators, policy makers, and the public communities? These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by "moving knowledge", remains unclear. What "politics" are at play in determining knowledge "impact" across radically different contexts? Who determines what counts as impact, and for what purposes? How are "results" of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the "languages" through which knowledge is constructed, policy processes are enacted, and research unfolds. This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-"Western" perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations. This book includes "Introduction: Knowledge Mobilization: The New Research Imperative" by Tara Fenwick and Lesley Farrell. It is divided into four parts. Part I, Considering the Issues and Players, contains the following: (1) Theory, Research and Practice in Mobilizing Research Knowledge in Education (Ben Levin and Amanda Cooper); (2) Exploring Strategies for Impact: Riding the Wave with the TLRP (Andrew Pollard); and (3) "User Engagement" and the Processes of Educational Research (Anne Edwards). Part II, Politics in Knowledge Flows: Research Meets Policy, contains the following: (4) Affairs of the Smart: How Researchers and Decision-makers Became Bedfellows in Education (Charles Ungerleider); (5) Knowledge Stocks and Flows: Research Meets Policy (Jenny Ozga); (6) Art, Community and Knowledge Flows (Margaret Somerville); and (7) Fighting for the Role of the Nation State in Knowledge Mobilisation and Educational Research: An Autoethnography of a Mobile Vietnamese Scholar (Phan le Ha). Part III, Languages and Enactments of Knowledge Mobilization, contains the following: (8) Finding Common Perspectives: Knowledge Mobilization in a Transnational Museum Project (Ian Dyck); (9) Bridging Journalistic-Academic Divides to Promote Democratic Dialogue and Debate (Deirdre Kelly and Michelle Stack); (10) Ethics and Experiments with Art in Mobilizing Educational Research (Tara Fenwick); and (11) Balancing Knowledge Management and Knowledge Mobility in the University (Chris Chesher and Sarah Howard). Part IV, Responsibilities and Rights in Mobilizing Knowledge, contains the following: (12) Regulating Knowledge in the Global Knowledge Economy (Michael Fraser); (13) Scholarly Publishing, Knowledge Mobility and Internationalisation of Chinese Universities (Rui Yang); (14) Explicating a Shared Truth about a Colonial Past: Knowledge Mobilization, Coalition Building, Aboriginal Literature and Pedagogy (Dolores van der Wey); and (15) Deparochializing Educational Research: Three Critical Illustrative Narratives (Bob Lingard, Ian Hardy and Stephen Heimans).   [More]  Descriptors: Knowledge Management, Educational Research, Research Utilization, Museums

Park, Yong-Ok (1977). Reading Right: Korean Translation Manual. English for Special Purposes Series: Nursing Aide. This Korean translation manual for nursing aides is designed to improve reading skills of U.S. immigrants. After short readings in Korean and English translations of vocabulary/phrases, comprehension, grammar, and language usage exercises are presented. Topical areas include: food, the hospital staff, body language, cleanliness in the hospital, measurements and medical abbreviations, emergencies, the library, observing and reporting, and job searching. Descriptors: Adult Education, English for Special Purposes, English (Second Language), Grammar

Balliro, Lenore (1987). Workplace ESL Curriculum from the Labor Education Center, Southeastern Massachusetts University. Texts for three units of a workplace English-as-a-Second-Language (ESL) literacy program are included. The first unit addresses language skills for social and personal identification, including lessons on introductions, social language, family, filling out forms, schedules and timelines, and expressing feelings. The second unit focuses on aspects of working, including expressing facts and feelings about work, coping with forms and applications, specifying skills, asking for clarification of information, discussing time clocks and paychecks, and explaining problems. These texts consist of vocabulary development activities, drills, and readings about other immigrants, with comprehension exercises. The third unit deals with belonging to a union and individual rights on the job, and includes information and comprehension exercises concerning unions, union administration, contracts, and protection of individual rights. The text is in English, with occasional examples using Spanish. (MSE) Descriptors: Civil Liberties, Course Content, Daily Living Skills, English (Second Language)

Beach, Dennis; Dovemark, Marianne (2009). Making "Right" Choices? An Ethnographic Account of Creativity, Performativity and Personalised Learning Policy, Concepts and Practices, Oxford Review of Education. This article uses ethnographic research from two Year 8 classes in two middle-sized secondary schools about a kilometre apart in a Swedish west-coast town to examine how new policies for personalised learning have developed in practice, in the performative cultures of modern schools in a commodity society. One school stands in a predominantly middle-class area of privately owned "low-rise" houses. The other is in an area of "high-rise" rented accommodation, where the first language of many homes is not Swedish. The differences are important. According to the article, personalised learning mobilises material and social resources in these schools that support new forms of individualistic, selfish and private accumulations of education goods from public provision and a valorisation of self-interest and private value as the common basis for educational culture. The article describes this cultural production in school and links it to processes of cultural and social reproduction.   [More]  Descriptors: Ethnography, Secondary Schools, Foreign Countries, Educational Policy

Van Herreweghe, M. L., Ed. (1979). Educational Research in Relation to the Rights of the Child (Les Sciences De L'Education en Relation Aux Droits De L'Enfant). This collection of 24 articles explores how educational research, programs and policies in several countries are related to the issue of children's rights. Several of the collected articles focus on aspects of children's experience and development. Group membership, children's right to happiness, the development of an optimistic outlook among children, students' responsibilities, growing up at school, socialization, personality development, psychological effects of educational programs on immigrant children, the position of the teacher discussing controversial issues, the orientation of children toward work, child abuse and neglect, the human rights of the juvenile delinquent, and individual differences of children are among the topics discussed. Some of the articles explore social conditions and describe institutional practices. The relationship of class differences and equality of opportunity, educational practices and the rights of infants, education in the German Democratic Republic, sexual differentiation in educational programs, and problems of sanitation, education and society are among the topics discussed. Additionally, several articles examine the nature and methods of educational research and suggest future directions for such research. Descriptors: Child Development, Children, Civil Liberties, Educational Experience

Journal of Intergroup Relations (1984). Emerging Issues in Migration, Emigration, and Immigration. Reports on findings presented at three workshops on immigration and emigration at a 1982 conference on human rights. Addresses topics ranging from rights of refugees and migrants to philosophies of cultural pluralism. Descriptors: Civil Liberties, Cultural Pluralism, Foreign Countries, Immigrants

Roach, Ronald (2006). Jump Starting Latino Achievement, Diverse: Issues in Higher Education. Lawmakers have made the closing of racial and ethnic academic achievement gaps an acknowledged priority of the federal No Child Left Behind Act. So far the research has largely explored common factors explaining why Black and Latino students generally lag behind Whites and Asian Americans. Lorretta Chavez, a public school teacher and a doctoral student at the University of Colorado, and others argue that scholars must do research that delves deeper into the experiences of Latino children. Numerous national education and Latino civil rights organizations have joined the cause of "Latino education." In states and cities where Latino communities have grown rapidly, local colleges and universities have launched research centers, faculty positions and community outreach programs designed to boost Latino student achievement. Getting Latino students up to speed as quickly as possible could have an impact far beyond that particular community. Demographers predict that the United States could become a non-White majority nation by the year 2050. The country's long-term economic and social prospects depend in part on boosting the achievement rates for Latinos and other students, many experts say.   [More]  Descriptors: Federal Legislation, Outreach Programs, Civil Rights, Hispanic American Students

Chun, Ki-Taek; Zalokar, Nadja (1992). Civil Rights Issues Facing Asian Americans in the 1990s. In 1989, the U.S. Commission on Civil Rights held a series of roundtable conferences to learn about the civil rights concerns of Asian Americans within their communities. Using information gathered at these conferences as a point of departure, the Commission undertook this study of the wide-ranging civil rights issues facing Asian Americans in the 1990s. Asian American groups considered in the report are persons having origins in the Far East, Southeast Asia, and the Indian subcontinent. This report presents the results of that investigation. Evidence is presented that Asian Americans face widespread prejudice, discrimination, and barriers to equal opportunity. The following chapters highlight specific areas: (1) "Introduction," an overview of the problems; (2) "Bigotry and Violence Against Asian Americans"; (3) "Police Community Relations"; (4) "Access to Educational Opportunity: Asian American Immigrant Children in Primary and Secondary Schools"; (5) "Access to Educational Opportunity: Higher Education"; (6) "Employment Discrimination"; (7) "Other Civil Rights Issues Confronting Asian Americans"; and (8) "Conclusions and Recommendations." More than 40 recommendations for legislative, programmatic, and administrative efforts are made. Many of these suggestions would benefit all minority groups in the United States. Four tables present statistical findings, and an appendix contains supplemental correspondence and fact sheets.   [More]  Descriptors: Access to Education, Asian Americans, Civil Rights, Educational Discrimination

Carlsson, Bo (1981). The Children's Ombudsman: A Spokesman for Children. The office of the Ombudsman for Swedish children, established within Radda Barnen (The Swedish Save the Children Fund) is occupied by five persons. Three of the staff are children's ombudsmen, one is an immigrant consultant, and one is a refugee consultant. The work of the ombudsman has six core aspects. First, attempts are made to strengthen the legal rights of the child. Second, information about children's needs and rights is disseminated to decision makers, professionals who work with children, parents, and others. Third, educational activities are conducted primarly for professionals who work with children and especially in areas in which central or local governments do too little, such as child abuse. Fourth, support is provided for research about children and their situation. Fifth, a telephone service is provided for individual cases involving child abuse, child care, and child custody. Sixth, projects are implemented that aim to change people's opinions and develop models that others can use. For example, an attempt has been made to develop a model for improving the attitudes of Swedish and immigrant children toward each other. Projects on violence in mass-media, the anti-spanking law, and needs of hospitalized children either have been or are being conducted. (A list of eight reasons on why not to spank a child is appended). Descriptors: Agency Role, Child Abuse, Child Advocacy, Child Welfare

Paik, Susan J. (2006). Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students. The Claremont Letter. Volume 2, Issue 1, Claremont Graduate University (NJ1). In November of 2005, researchers, practitioners, and policymakers gathered at a national invitational conference in Washington, D.C. sponsored by the Laboratory for Student Success. The event took place just blocks away from the Capitol Rotunda where, days before, Rosa Parks' body laid in state as the nation mourned her passing. The conference began with this in mind as the life and efforts of Rosa Parks were significant not only because of her leadership in the civil rights movement but also because of her other passion, "young people and education." The purpose of the conference and subsequent book called "Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students" was founded on the importance of education for these groups; and secondly, that research should be useful to guide practice and policy recommendations. The conference included participants from interdisciplinary fields who shared the same passions in supporting and developing strategies for improving learning. The chapters in the book, which originated from the conference, discuss both the strengths and challenges of minority children and provide strategies. The purpose of this issue of "The Claremont Letter" is to highlight those important issues and strategies in narrowing the achievement gap by discussing the research that was presented.   [More]  Descriptors: Academic Achievement, Achievement Gap, Minority Group Children, Civil Rights

Carrere, Thomas A. (1983). Legal Aspects of Home Instruction. The nationwide phenomenon of home instruction is meeting resistance from state compulsory school attendance laws, resulting in many court cases in recent years. Parents who choose to teach their children at home may do so on moral or religious grounds, or because they consider public schools too conservative or traditional. State compulsory attendance laws have been based on the desire to "Americanize" immigrants, the consideration for the welfare of the child and the community, and the safety of the state. Therefore, this duty of education for the public good has been the prosecuting argument in questions of schooling. The right of parental authority has been one defense against such regulation, resulting in a restriction on state public education mandates, thus allowing private schools. Recent home instruction cases, however, have shown that state laws allowing private school attendance are often not specific, sometimes making prosecution difficult since the right to home instruction may or may not be implied. The right to free exercise of religion can be a successful defense, but stringent requirements must be met in order for the parent's religious interest to balance the state's interest in compulsory education. It is suggested that consideration of the rights of children must come first in these cases. Descriptors: Attendance, Civil Liberties, Compulsory Education, Court Litigation

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