Search results for: Immigrants
Page 1/2 14 items
As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
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
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Updated: Apr. 13, 2015
The goal of this case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. The authors wanted to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice.
Updated: Dec. 23, 2014
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
In this article, the author explores the relationships and responsibilities of family members to each other in Micronesian cultures and implications for Micronesian parent priorities that may affect their children's schooling. The system of family obligations in Micronesian cultures is described. Furthermore, the role of the family in the priorities and behaviors of Micronesian families around schooling of their children is explored. The author argues that understanding these cultural traditions may help teachers and administrators better assist immigrant Micronesian families and their children to be successful in American schools.
Updated: Mar. 02, 2011
The author is a white, working middle-class adult queer from the Southwest USA. The author studies Mexican (im)migrant, poor, working, straight adolescent boys in California. The ethnographic encounters between the author and the immigrants carried with them some long-standing and dynamic social narratives that surround relations between and across groups of relative privilege and oppression. These narratives produced 'ethically important moments'. By critically examining his reflexive processes and practices within one of these moments, insights into the workings of social narratives about race, class, and sexuality are revealed.
Updated: Feb. 24, 2011
This article explores the educational decision-making process of one Mexican American family. The author takes a phenomenological approach to examine human agency in specific familial decisions about this child’s schooling that supports the parents’ own vision of education. This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. The author concludes that immigrant and other urban parents may be actively engaged in their children’s education, asking important and valid curriculum questions in ways that remain invisible to educators. The author suggests alternatives to deficit theories that render parents’ perspectives invisible.
Updated: Nov. 28, 2010