Keywords
anonymity
immigration
responsive
biliteracy
How to Cite
Abstract
In the past two years, migration has been on the front page of newspapers around the world. In the United States alone, the most current data shows that there are close to one million immigrant students. These students face challenges such as high mobility and anonymity. Moreover, immigrant students have specific needs that must be understood, identified, and addressed by educators working with and learning from immigrant students and their families. In this article, I reflect about my experiences as an immigrant teacher, teacher of immigrant students, and faculty working in Teacher Education Programs. Through this reflection, I suggest teaching credential/initial teacher education programs must require future educators to analyse how mobility and anonymity, among other factors, impact immigrant students’ learning practices. I conclude by providing recommendations and guidance when developing fully inclusive programs in both PreK-12/compulsory education school sites as well as in institutions of higher education.References
Barlett, L. & Garcia, O. (2011). Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the Heights. Nashville, TE: Vanderbilt University Press.
Berry, K. (2011). The ethnographer’s choice: Why ethnographers do ethnography. Cultural Studies – Critical Methodologies, 11(2), 165–177.
Cisneros, S. (1991). The house on Mango Street. London, England: Vintage.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
Denzin, N. K. (2006). Analytical autoethnography, or déjà vu all over again. Journal of Contemporary Ethnography, 35(4), 419–428. doi:10.1177/0891241606286985
hooks, b. (2010). Teaching critical thinking: Practical wisdom. New York, NY: Routledge.
Kozol, J. (2012). Savage inequalities: Children in America’s schools. New York, NY: Random House.
Linsky, M. & Heifetz, R. A. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business Review Press.
Luke, A. (2013). The political problem of curriculum making. In A. Luke, A. Woods, & K. Weir (Eds.), Curriculum, syllabus design and equity: A primer model (pp. 1–6). New York, NY: Routledge.
Jimenez. F. (1997). The circuit: Stories from a life of a migrant child. Albuquerque, NM: University of New Mexico Press.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141. doi:10.1080/00405849209543534
Naidoo, L. (2014). Ethnography: An introduction to definition and method. In L. Naidoo (Ed.), An ethnography of global landscapes and corridors (p. 1–8). Retrieved from http://cdn.intechopen.com/pdfs-wm/31534.pdf
Nieto, S. (2013). Finding the joy in teaching students of diverse backgrounds: Culturally and responsive just practices in the U.S. classrooms. Portsmouth, NH: Heinemann.
Noguera, P. (2008). Racial inequality. In P. Noguera & J. Yonemura Wing (Eds.), Unfinished business: Closing the racial achievement gap in our schools (pp. 281–296). San Francisco, CA: Jossey-Bass.
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
Perez, W. (2011). Undocumented Latino students and the promise of higher education. New York, NY: Teacher College Press.
Quezada, R., Lindsey, R., & Lindsey, D. (2012). Culturally proficient practice: Supporting educators of English learning students. Thousand Oaks, CA: Corwin.
Rodríguez-Izquierdo, R. M. (2015). Estudio de las actitudes hacia la escuela y de las expectativas educativas de los estudiantes de origen inmigrante. Education Policy Analysis Archives, 23(127). doi:10.14507/epaa.v23.2161
Rodríguez-Valls, F., & Ponce, G. (2013). Classroom, the we space: Developing student-centered practices for second language learners (SLL). Education Policy Analysis Archives, 21(55), Retrieved from http://epaa.asu.edu/ojs/article/view/1204/1115
Rodríguez-Valls, F., & Torres, C. (2014). Partnerships and networks in migrant education: Empowering migrant families to support their children’s success. Multicultural Education, 21(3 & 4), 34–38.
Roer-Strier, D., Strier, R., Este, D., Shimoni, R., & Clark, D. (2005). Fatherhood and immigration: Challenging the deficit theory. Child and Family Social Work, 10, 315–329. doi:10.1111/j.1365-2206.2005.00374.x
Sassen, S. (2014). Expulsions: Brutality and complexity in the global economy. Cambridge, MA: Belknap Press.
Shakur, T. (1999). The rose that grew from concrete. London, England: Simon & Schuster.
Suro, R. (2011). Afterword. In M. Suarez-Orozco, V. Louie & R. Suro (Eds.), Writing immigration: Scholars and journalists in dialogue (pp. 251–254). Berkeley, CA: University of California Press.
Thorpe, H. (2011). Just like us: The true story of four Mexican girls coming of age in America. New York, NY: Scribner.
Tzotzou, M. (2013). A critical analysis and evaluation of the unified curriculum for the foreign languages (EPS-XG Curriculum). Aspects Today, 36, 16–23.
Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Earlbum Associates, Inc.
Zinn, H. (1995). A people’s history of the United States: 1492–Present. New York, NY: Harper Collins.
Žižek, S. (2013). Demanding the impossible. Malden, MA: Polity Press.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.