Analyzes a community from the standpoint of immigrant mothers in South Central Los Angeles who were concerned about the education of their children and the violence in their communities. Written in Spanish and English, the text brings together the women's observations as they put into action their developing political consciousness.

Based on new research, this book offers insights into the reality of immigration and its sociocultural impact with a focus on the experience of young children and their families coming to the USA. Wilma Robles-Melendez and Wayne Driscoll discuss immigration realities and their social and educational implications and review the current literature on studies and reports about immigration. They also provide insights and experiences of young immigrant children and their families with a focus on the USA and offer recommendations for early childhood practice for programs serving young immigrant children. The key subjects addressed include socially just practices, developmentally based programs, services for young children and families with diverse and cultural backgrounds. Immigration in the USA is discussed here as part of the global crisis in immigration and the lessons learned will be vital for educators, researchers and policy makers around the world.

Winner of the 2023 Globalisation and Education SIG Best Book Award at CIES 2023! Immigration, Integration and Education offers a unique comparative analysis of the views and experiences of children of immigrants in school in France and England. It showcases how the theorization of children’s narratives can offer new methodological tools and insights in comparative education and help understand the different role of educational systems and discourses around issues of immigration, integration, race, language and religion. Presenting an in-depth analysis of children’s own narratives, this book offers a close comparative examination of the French and English educational systems, and the ways in which they impact on the experiences and identities of children of immigrants. The narratives of the children reveal the multiple forms of othering, discrimination and exclusion that shape their experiences in school, but also the multiple strategies they deploy to navigate these complex educational landscapes. It stresses that beyond national ideologies and philosophies of integration, structural and cultural aspects need to be explored to understand the role played by schools in the inclusion of immigrant populations. This book is an essential resource for academics, researchers and graduate students in the fields of sociology of education, migration studies, intercultural education, educational policy and comparative and international education. It will also appeal to those who are committed to addressing inequalities and discrimination in education.

This book prepares current and future educational leaders to adapt to the changing terrain of U.S. demographics, education, and immigration policy. Educational Leadership of Immigrants highlights the educational practices and discourses around immigration that intersect with policies and laws, in order to support K-12 students’ educational access and families’ participation in schooling. Drawing primarily on research from the fields of educational leadership and educational policy, this book employs a case study approach to address immigration in public schools and communities; school leaders’ responses to ethical dilemmas; the impact of immigration policy on undocumented students; and the varying cultural, sociopolitical, legal and economic contexts affecting students’ educational circumstances. Special features include: • case narratives drawn from real-life experiences to support the educational needs of immigrant students; • teaching activities and reflective discussion questions pertaining to each case study to crystallize leaders’ knowledge and facilitate their comfort levels in practice; • discussions of current challenges in education facing immigrant students, their families, educators, and school leaders, especially with changing immigration law.

Using original qualitative and quantitative data, Schools Under Siege confronts the many ways, direct and indirect, in which US Immigration and Customs Enforcement (ICE) policies and practices disrupt education. The book explores not only the impact of these policies on the six-million-plus K–12 students in the US at risk for being directly affected by enforcement but also the wide-ranging consequences for their classmates, educators, and communities. Fear, stress, and trauma invoked by the threat of ICE detention and deportation contribute to increased absenteeism, decreased student achievement, and parent disengagement. Bullying becomes more widespread, and a multitude of other effects impact school climate and student health and well-being. Amplifying the burden, these effects are experienced disproportionately in poorly funded districts and Title I schools and are felt more acutely among vulnerable populations such as immigrant students, English language learners, and Latinx students. Schools Under Siege highlights the work of teachers, counselors, and administrators who are addressing these day-to-day challenges in support of students and families. It provides a profile of a model sanctuary school and offers practical advice for how educators, local governments, and nonprofit agencies can work together to mitigate the collateral damage of immigration enforcement. The book suggests how concerned persons can advocate for immigration policy reform at the local, state, and federal levels. Ultimately, editors Patricia Gándara and Jongyeon Ee chart a course into a future that makes good on the promise of equitable education for all students.

"Fourth-wave immigration, with its vast economic, ethnic, cultural, linguistic, and religious diversities, have brought new dynamics into the existing social and demographic structures and added both opportunities and challenges to educational systems in North Carolina, a Southern U.S. state with the fastest growing rate of foreign-born population in the nation in 1990-2010 and unique geopolitical history.This book brings together 17 scholars who have extensive experience working with immigrants in North Carolina and represent a wide range of educational expertise. Together, their studies illustrate the intersections between historical contexts (geopolitical, historical constraints), structural factors (power, policies and laws, institutions and organization), cultural issues (philosophies, ideologies, identities, beliefs, values, and traditions), and immigrant students’ characteristics on the development of educational practices, policies, reforms, and resistance.divMost importantly, studying how North Carolina education systems and actors adapt to meet the challenges may offer valuable opportunities for researchers to understand the transformation of educational systems in other new gateway states. Collectively, studies in this book deconstruct the framework of the traditional hierarchical assimilation and linguisticism policies in recasting the concept of becoming Americans in the New South. The authors utilize frameworks that recognize the structural barriers that disadvantage immigrants in new gateway states but also position youth, families, and communities as possessing and utilizing valuable resources to promote educational access and achievement. In this sense, this book contributes significantly to major contemporary empirical and theoretical debates relating to educating immigrant children. It is our hope that this critical dialogue will continue at a national platform to promote discussion of these timely issues."div div>

Educational institutions all over the world continue to attract the services of foreign-born scholars. In addition to the culture shock that immigrants experience in unfamiliar countries, these scholars often undergo "pedagogical shock." Through autobiographical accounts of foreign-born professors from Africa, Asia, Europe, and the US, this volume examines the experiences of foreign-born professors around the world to provide insight on the curricular, school-systemic, and sociological differences and challenges that are encountered, and how to help resolve them. It will help administrators, institutions, and immigration and comparative education scholars understand the cross-cultural challenges and coping strategies that define the private and professional lives of foreign-born professors across the globe.