Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students

Literaturnachweis - Detailanzeige

Trefferliste

Sonst. Personen	Wong, Shelley (Hrsg.); Gosnell, Elaisa Sánchez (Hrsg.); Luu, Anne Marie Foerster (Hrsg.); Dodson, Lori (Hrsg.)
Titel	Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students
Quelle	(2017), (216 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5887-8
Schlagwörter	Leitfaden; Undocumented Immigrants; Advocacy; Teacher Role; Teacher Student Relationship; Educational Environment; Public Policy; Law Enforcement; Social Attitudes; Social Bias; Teaching Methods; Student Needs; Elementary Secondary Education; Postsecondary Education; Foreign Countries; Leadership Responsibility; Higher Education; Secondary School Teachers; Student Adjustment; Relevance (Education); Faculty Development; Activism; Family School Relationship; Transformative Learning; Culturally Relevant Education; Social Justice; Self Esteem; Federal Legislation; Personal Narratives; Barriers; Minority Group Students; Access to Education; College Readiness; College Applicants; Student Financial Aid; Mentors; College Bound Students; Homosexuality; Sexual Orientation; Sexual Identity; Identification (Psychology); Art Activities; Music Activities; Active Learning; Empathy; South America; Mexico; Africa; Asia; Europe; United States + Suchen Sie Ihr Suchwort? Illegaler Aufenthalt; Sozialanwaltschaft; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Öffentliche Ordnung; Gesetzesvollzug; Social attidude; Soziale Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Post-secondary education; Tertiäre Bildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Relevance; Relevanz; Aktivismus; Politischer Protest; Pädagogische Transformation; Soziale Gerechtigkeit; Self-esteem; Selbstaufmerksamkeit; Bundesrecht; Erlebniserzählung; Education; Access; Bildung; Zugang; Bildungszugang; College applications; Studienbewerber; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Künstlerische Tätigkeit; Musikalische Aktion; Aktives Lernen; Empathie; Südamerika; Mexiko; Afrika; Asien; Europa; USA
Abstract	Learn how to engage and advocate for undocumented children and youth with this new resource written by and for teachers. "Teachers as Allies" provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The authors show how immigration policies, ICE enforcement, and societal attitudes affect undocumented students and how teachers and school leaders can recognize these influences on the students' day-to-day lives and learning. Offering teaching strategies that address the needs of DREAMers and undocumented youth as they move through their K-12 and college education, this timely book offers a broad range of curriculum connections and resources. Book Features: (1) Assists educators who work with students from Mexico, Central and South America, the Caribbean, Africa, Asia, Europe, and the Middle East. Provides teachers with information, analysis, and practical approaches to help undocumented students in their classrooms; (2) Supports school leadership in higher education and provides recommendations for secondary school educators for supporting the transition to college; (3) Outlines practical strategies such as using music, drama, student newspapers, letter writing, and social networks to involve students in current issues relevant to their lives; (4) Can be used as a professional development tool to help schools and districts better meet the needs of undocumented students and their families; and (5) List of resources for allies, activists, and advocates of immigrant children and their families can be found at tcpress.com. The following contents are included: Foreword by Aviva Chomsky, Acknowledgments, and Prologue (Hareth Andrade-Ayala and Natalia). Part I: Working with Undocumented Students and Their Families: Understanding the Issues and Strategies: (1) Undocumented Students, Families and Communities in Our Schools: What Every Teacher Should Know (Shelley Wong and Jennifer Crewalk with Rodrigo Velasquez-Soto); (2) Embracing Dilemmas: A Framework for Teachers Working with Immigrant Students and Their Families (Eva K. Thorp, Sylvia Y. Sánchez, and Elaisa Sánchez Gosnell); and (3) Teachers as Allies and Advocates for Students Living in Fear of Raids, Detention, and Deportation (Eva K. Thorp). Part II: Reaching Students from Immigrant Families through Transformative Culturally Responsive Education: (4) Antiracist Practices: Strengthening Students' Sense of Self to Promote Hope and Confidence for Student Success (Sandra Duval); (5) An Examination of the DREAM Act from the Classroom to Capitol Hill: Analyzing the Arguments (Tiffany Mitchell and Brett Burnham with Gaby Pacheco); and (6) First-Person Narratives: Recognizing the Hidden Challenges Faced by STEM DREAMers of Color (Anita Bright and G. Sue Kasun with Dario Lopez). Part III: Acccessing, Surviving, and Thriving: DREAMers Go to College: (7) Getting Ready for College: Navigating Undocumented Status, College Applications, and Financial Aid (Samantha Spinney with Danna Chávez Calvi); (8) Mentoring and Retaining College-Bound DREAMers: Establishing the DREAM Project, A Nonprofit Organization in Virginia Emma Violand-Sánchez and Marie Price; (9) DREAMers in Double Exile: Teachers Can Be Allies to LGBTQ Students (Juan A. Ríos Vega and Sonja Franeta); (10) Using Critical Narratives to Build Relationships with Undocumented Students (Aurora Chang with Nancy Gutierrez). Part IV: Finding, Sharing, and Transforming Identity through Art: DREAMers Perform: (11) Using Music for Deconstructing Immigrant Discourses: A Critical Analytic Approach (Gertrude Tinker Sachs and Theresa Austin); and (12) Interview Theatre: An Active Learning Pedagogy for Developing Empathy and Allies for Immigrants in Our Communities (Susan Harden and Robin Witt). Part V: Becoming an Ally; (13) Teachers as Allies: A Call to Action (Anne Marie Foerster Luu and Lori Dodson with Hareth Andrade-Ayala and María Verónica Cevallos Rodríguez); and (14) Resources for Allies, Activists, and Advocates for Immigrant Children and Their Families (Elaisa Sánchez Gosnell, Janna Mattson, Doug Hernandez, and Maryam Saroughi). An About the Contributors section and an Index is included. (ERIC).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01