front cover of Children Crossing Borders
Children Crossing Borders
Latin American Migrant Childhoods
Edited by Alejandra J. Josiowicz and Irasema Coronado
University of Arizona Press, 2022
The Americas are witnessing an era of unprecedented human mobility. With their families or unaccompanied, children are part of this immense movement of people. Children Crossing Borders explores the different meanings of the lives of borderland children in the Americas. It addresses migrant children’s struggle to build a sense of belonging while they confront racism and estrangement on a daily basis.

Unified in their common interest in the well-being of children, the contributors bring an unrivaled breadth of experience and research to offer a transnational, multidimensional, and multilayered look at migrant childhoods in Latin America. Organized around three main themes—educational experiences; literature, art and culture, and media depictions; and the principle of the “best interest of the child”—this work offers both theoretical and practical approaches to the complexity of migrant childhood. The essays discuss family and school lives, children’s experience as wage laborers, and the legislation and policies that affect migrants.

This volume draws much-needed attention to the plight of migrant children and their families, illuminating the human and emotional toll that children experience as they crisscross the Americas. Exploring the connections between education, policy, cultural studies, and anthropology, the essays in this volume navigate a space of transnational children’s rights central to Latin American life in the twentieth and twenty-first centuries.

Contributors
Marissa Bejarano-Fernbaugh
Nancie Bouchard
Lina M. Caswell
Irasema Coronado
Valentina Glockner
Alejandra J. Josiowicz
Patrícia Nabuco Martuscelli
María Inés Pacecca
Martha Rodríguez-Cruz
Emily Ruehs-Navarro
Kathleen Tacelosky
Élisabeth Vallet
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Deported Americans
Life after Deportation to Mexico
Beth Caldwell
Duke University Press, 2019
When Gina was deported to Tijuana, Mexico, in 2011, she left behind her parents, siblings, and children, all of whom are U.S. citizens. Despite having once had a green card, Gina was removed from the only country she had ever known. In Deported Americans legal scholar and former public defender Beth C. Caldwell tells Gina's story alongside those of dozens of other Dreamers, who are among the hundreds of thousands who have been deported to Mexico in recent years. Many of them had lawful status, held green cards, or served in the U.S. military. Now, they have been banished, many with no hope of lawfully returning. Having interviewed over one hundred deportees and their families, Caldwell traces deportation's long-term consequences—such as depression, drug use, and homelessness—on both sides of the border. Showing how U.S. deportation law systematically fails to protect the rights of immigrants and their families, Caldwell challenges traditional notions of what it means to be an American and recommends legislative and judicial reforms to mitigate the injustices suffered by the millions of U.S. citizens affected by deportation.
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Discovering Successful Pathways in Children's Development
Mixed Methods in the Study of Childhood and Family Life
Edited by Thomas S. Weisner
University of Chicago Press, 2005
Discovering Successful Pathways in Children's Development provides a new perspective on the study of childhood and family life. Successful development is enhanced when communities provide meaningful life pathways that children can seek out and engage.  Successful pathways include both a culturally valued direction for development and competence in skills that matter for a child's subsequent success as a person as well as a student, parent, worker, or citizen. To understand successful pathways requires a mix of qualitative, quantitative, and ethnographic methods—the state of the art for research practice among developmentalists, educators, and policymakers alike.

This volume includes new studies of minority and immigrant families, school achievement, culture, race and gender, poverty, identity, and experiments and interventions meant to improve family and child contexts. Discovering Successful Pathways in Children's Development will be of enormous value to everyone interested in the issues of human development, education, and social welfare, and among professionals charged with the task of improving the lives of children in our communities.
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Educating Newcomers
K–12 Public Schooling for Undocumented and Asylum-Seeking Children in the United States
Shelly Culbertson
RAND Corporation, 2021
This report models numbers of undocumented and asylum-seeking children crossing the U.S. southwest border, reviews the federal and state policy landscapes for their education, and provides case studies of how schools are managing education for them.
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Educational Reception in Rotterdam and Barcelona
Policies, Practices and Gaps
Maria Bruquetas-Callejo
Amsterdam University Press, 2014
The reception of newcomer youngsters by schools constitutes a policy issue in Europe already for decades. This book deals with how practitioners in Rotterdam and Barcelona apply existing policies for the reception of immigrant students, the dilemmas they face and the strategies they design as a response. Using a combination of discursive, organizational, and ethnographic research techniques, the author studies to what extent practices conform to policies, and to what extent they diverge from them in basic principles. This book analyzes the influence of institutional frameworks on the practices of policy implementers by comparing Netherlands and Spain -specifically Barcelona and Rotterdam-, two cases which are very different in terms of their national policies of integration, their educational systems and their programs for educational reception. Much can be learned over the reception practices of secondary schools, but above all over how policy gaps work, and the common and specific features that they present across different countries. In short, this is an indispensable reading for scholars, policymakers and practitioners alike, which offers new insights about the policy-practice gap and the role of policy practitioners in it.Download the Table of Contents and a sample chapter
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Immigrants Raising Citizens
Undocumented Parents and Their Children
Hirokazu Yoshikawa
Russell Sage Foundation, 2011
An in-depth look at the challenges undocumented immigrants face as they raise children in the U.S. There are now nearly four million children born in the United States who have undocumented immigrant parents. In the current debates around immigration reform, policymakers often view immigrants as an economic or labor market problem to be solved, but the issue has a very real human dimension. Immigrant parents without legal status are raising their citizen children under stressful work and financial conditions, with the constant threat of discovery and deportation that may narrow social contacts and limit participation in public programs that might benefit their children. Immigrants Raising Citizens offers a compelling description of the everyday experiences of these parents, their very young children, and the consequences these experiences have on their children's development. Immigrants Raising Citizens challenges conventional wisdom about undocumented immigrants, viewing them not as lawbreakers or victims, but as the parents of citizens whose adult productivity will be essential to the nation's future. The book's findings are based on data from a three-year study of 380 infants from Dominican, Mexican, Chinese, and African American families, which included in-depth interviews, in-home child assessments, and parent surveys. The book shows that undocumented parents share three sets of experiences that distinguish them from legal-status parents and may adversely influence their children's development: avoidance of programs and authorities, isolated social networks, and poor work conditions. Fearing deportation, undocumented parents often avoid accessing valuable resources that could help their children's development—such as access to public programs and agencies providing child care and food subsidies. At the same time, many of these parents are forced to interact with illegal entities such as smugglers or loan sharks out of financial necessity. Undocumented immigrants also tend to have fewer reliable social ties to assist with child care or share information on child-rearing. Compared to legal-status parents, undocumented parents experience significantly more exploitive work conditions, including long hours, inadequate pay and raises, few job benefits, and limited autonomy in job duties. These conditions can result in ongoing parental stress, economic hardship, and avoidance of center-based child care—which is directly correlated with early skill development in children. The result is poorly developed cognitive skills, recognizable in children as young as two years old, which can negatively impact their future school performance and, eventually, their job prospects. Immigrants Raising Citizens has important implications for immigration policy, labor law enforcement, and the structure of community services for immigrant families. In addition to low income and educational levels, undocumented parents experience hardships due to their status that have potentially lifelong consequences for their children. With nothing less than the future contributions of these children at stake, the book presents a rigorous and sobering argument that the price for ignoring this reality may be too high to pay.
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Knowing Silence
How Children Talk about Immigration Status in School
Ariana Mangual Figueroa
University of Minnesota Press, 2024

Learning from children about citizenship status and how it shapes their schooling
 

There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence, Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives.

 

Providing these children with iPod Touches to record their own conversations, Mangual Figueroa observes when and how they choose to talk about citizenship at home, at school, and in public spaces. Analyzing family conversations about school forms, in-class writing assignments, encounters with the police, and applications for college, she demonstrates that children grapple with the realities of citizenship from an early age. Educators who underestimate children’s knowledge, Mangual Figueroa shows, can marginalize or misunderstand these students and their families.

 

Combining significant empirical findings with reflections on the ethical questions surrounding research and responsibility, Mangual Figueroa models new ways scholars might collaborate with educators, children, and families. With rigorous and innovative ethnographic methodologies, Knowing Silence makes audible the experiences of immigrant-origin students in their own terms, ultimately offering teachers and researchers a crucial framework for understanding citizenship in the contemporary classroom.

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Scales of Captivity
Racial Capitalism and the Latinx Child
Mary Pat Brady
Duke University Press, 2022
In Scales of Captivity, Mary Pat Brady traces the figure of the captive or cast-off child in Latinx and Chicanx literature and art between chattel slavery’s final years and the mass deportations of the twenty-first century. She shows how Latinx expressive practices expose how every rescaling of economic and military power requires new modalities of capture, new ways to bracket and hedge life. Through readings of novels by Helena María Viramontes, Oscar Casares, Lorraine López, Maceo Montoya, Reyna Grande, Daniel Peña, and others, Brady illustrates how submerged captivities reveal the way mechanisms of constraint such as deportability ground institutional forms of carceral modernity and how such practices scale relations by naturalizing the logic of scalar hierarchies underpinning racial capitalism. By showing how representations of the captive child critique the entrenched logic undergirding colonial power, Brady challenges racialized modes of citizenship while offering visions for living beyond borders.
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front cover of True American
True American
Language, Identity, and the Education of Immigrant Children
Rosemary C. Salomone
Harvard University Press, 2010

How can schools meet the needs of an increasingly diverse population of newcomers? Do bilingual programs help children transition into American life, or do they keep them in a linguistic ghetto? Are immigrants who maintain their native language uninterested in being American, or are they committed to changing what it means to be American?

In this ambitious book, Rosemary Salomone uses the heated debate over how best to educate immigrant children as a way to explore what national identity means in an age of globalization, transnationalism, and dual citizenship. She demolishes popular myths—that bilingualism impedes academic success, that English is under threat in contemporary America, that immigrants are reluctant to learn English, or that the ancestors of today’s assimilated Americans had all to gain and nothing to lose in abandoning their family language.

She lucidly reveals the little-known legislative history of bilingual education, its dizzying range of meanings in different schools, districts, and states, and the difficulty in proving or disproving whether it works—or defining it as a legal right.

In eye-opening comparisons, Salomone suggests that the simultaneous spread of English and the push toward multilingualism in western Europe offer economic and political advantages from which the U.S. could learn. She argues eloquently that multilingualism can and should be part of a meaningful education and responsible national citizenship in a globalized world.

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