"Making Cambios, Usando la Voz": Addressing Ethical Dilemmas of Education in Immigrant Contexts

Autor/inn/en	Zarate, Adanari D.; Reese, Leslie; Flores, David; Villegas, Jisel
Titel	"Making Cambios, Usando la Voz": Addressing Ethical Dilemmas of Education in Immigrant Contexts
Quelle	In: Issues in Teacher Education, 25 (2016) 1, S.39-57 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Immigrants; Ethics; Educational Policy; Language Planning; Undocumented Immigrants; Educational Attainment; Conferences (Gatherings); Access to Education; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Educational Practices; Community; Educational Improvement; Teacher Education; Student Needs; Educational Change; Counselor Attitudes; Elementary Secondary Education; Critical Theory; Race; Social Justice; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Ethik; Politics of education; Bildungspolitik; Sprachwechsel; Illegaler Aufenthalt; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Lehrerverhalten; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Lehrerausbildung; Lehrerbildung; Bildungsreform; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit; Kalifornien
Abstract	The growing population of immigrant youth in the United States includes both documented and undocumented young people, as well as those who live in mixed status families in which some family members are authorized and at least one other family member is not (Suárez-Orozco, et al., 2011). These young people find themselves residing at the center of two worlds where education and immigration policies send mixed signals (Gonzales, 2007). School is the lodestone for many immigrant families--the attractive promise for their children's attainment of the "American dream" through free, public schooling. At the same time, school is the place where students are categorized and sorted, where they learn which kinds of experiences, languages, knowledge, and identities are valued and which are ignored. This article describes and analyzes the process of designing a daylong university symposium to bring together students, scholars, practitioners, and community partners to engage in critical discourse around policies and practices that affect the immigrant community in the areas of language policy, immigration status, and overall access to education. Through facilitated round-table discussions, participants were invited to make recommendations for improving the preparation of educators to better address the needs of immigrant students. The symposium was purposefully framed to move beyond a "what works" approach typical of many current reform efforts in education and to focus instead on the authentic ethical dilemmas facing educators--teachers, administrators, counselors--in their everyday practice. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01