Search results for: Immigration
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Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers
For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. The author surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. He discusses differences for teachers in urban, Title I, and elementary settings.
Updated: Jun. 02, 2022
Riding la Bestia: Preservice Teachers’ Responses to Documentary Counter- Stories of U.S. Immigration
This study investigated the responses of preservice teachers to the acclaimed documentary "Which Way Home", a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. The findings illustrated the efficacy and limitations of using documentary counter-stories to accomplish two important aims simultaneously: promoting content knowledge of an important social issue and challenging negative stereotypes through counter-stories.
Updated: Oct. 25, 2018
Analysing ‘Migrant’ Membership Frames through Education Policy Discourse: An Example of Restrictive ‘Integration’ Policy within Europe
This examination aims to deconstruct specific membership framing within Europe and boundary setting between inclusion and exclusion of certain groups in policy sectors such as education. Analysing discourse through understandings within language enables the author to see the way categories and frames are constructed and contribute to the signifying of membership. Bounded problematisations, in this case about ‘migrants’, framed by political orientations and discourses, require policy ‘solutions’. Actors then make sense of this policy and interpret ‘solutions’ in distinctive ways.
Updated: Apr. 14, 2015
The utility of Lave and Wenger's social theory of learning can be evaluated through specific case studies which enhance our understanding of how education proceeds in diverse contexts. Here the author provides an ethnographic case study of the training of Caribbean-born Hindu pandits (priests) living and working in Queens, New York. In order to explicate the process by which people are moved into the social roles of “pandit-in-training” and “pandit,” the author shifts between interviewees’ words, vignettes of their actions and her interpretation of communities of practice and its relevance for mapping the education of Hindu pandits.
Updated: Dec. 14, 2009
In this study, the authors employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj.
Updated: Jan. 21, 2009
From Foreigner Pedagogy to Intercultural Education: an analysis of the German responses to diversity and its impact on schools and students
This article first provides a socio-historical analysis of the German responses to migration-related cultural and religious diversity by tracing the development of educational policies from assimilationist notions of ‘foreigner pedagogy’ in the 1960s and 1970s to intercultural education, which slowly emerged in schools in the 1980s and 1990s.
Updated: Mar. 23, 2008