The Immigration & Education Nexus: A Focus on the Context & Consequences of Schooling

269 Pages·2012·1.67 MB·English

by  David A. Urias (auth.), David A. Urias (eds.)

The Immigration & Education Nexus
COMPARATIVE AND INTERNATIONAL EDUCATION:
A Diversity of Voices
Volume 12
Series Editors
Allan Pitman
University of Western Ontario, Canada
Vandra Masemann
University of Toronto, Canada
Miguel A. Pereyra
University of Granada
Editorial Board
Mark Bray, International Institute for Educational Planning, Paris, France
Ali Abdi, University of Alberta, Canada
Christina Fox, University of Wollongong, Australia
Steven Klees, University of Maryland, USA
Nagwa Megahed, Ain Shams University, Egypt
Crain Soudain, University of Cape Town, South Africa
David Turner, University of Glamorgan, England
Medardo Tapia Uribe, Universidad Nacional Autónoma de Mexico
Scope
Comparative and International Education: A Diversity of Voices aims to provide a
comprehensive range of titles, making available to readers work from across the
comparative and international education research community. Authors will represent
as broad a range of voices as possible, from geographic, cultural and ideological
standpoints. The editors are making a conscious effort to disseminate the work of
newer scholars as well as that of well-established writers. The series includes
authored books and edited works focusing upon current issues and controversies in
a field that is undergoing changes as profound as the geopolitical and economic
forces that are reshaping our worlds. The series aims to provide books which
present new work, in which the range of methodologies associated with comparative
education and international education are both exemplified and opened up for
debate. As the series develops, it is intended that new writers from settings and
locations not frequently part of the English language discourse will find a place in
the list.
THE IMMIGRATION & EDUCATION NEXUS
A Focus on the Context & Consequences of Schooling

Edited by
David A. Urias
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-818-6 (paperback)
ISBN: 978-94-6091-819-3 (hardback)
ISBN: 978-94-6091-820-9 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
www.sensepublishers.com
Printed on acid-free paper
All Rights Reserved © 2012 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, microfilming, recording or
otherwise, without written permission from the publisher, with the exception of any material
supplied specifically for the purpose of being entered and executed on a computer system,
for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
List of Contributors vii
Introduction 1
Section I: Contextual Overview of Immigration and Schooling 19
1. The Need for Global Consciousness: Debate on Globalization,
Migration, and Education 21
Barbara T. Schröttner
2. Global Movements in Education and Their Impact on Diverse
Students 37
Tom Stritikus and Manka M. Varghese
3. Strategic Identity Negotiation: Understanding the Complexities of
Immigrant Youth in Schools 57
Diem Nguyen and Tom Stritikus
4. Exclusionary Structure or Cultural Clash, Why do Immigrants
Dropout? A Comparison of One Group in Two Different Countries 83
Melissa Ford Lucken
5. Mapping Immigrant Student Attrition From Higher Education
Through A Deictic Conceptual Model 95
Mariam Orkodashvili
6. Hispanic Students and the Growth of the U.S. Public Schools:
190-208 1
Richard R. Verdugo
Section II: Broader Issues and Trends 129
7. Being “Here” And “There”: The Impact of Globalization on
Pakistani Students at Sawyer High School 131
Melissa G. Fischer
8. Tools for Discourse Analysis: Critiquing Newspaper Coverage
of Arizona’s Immigrant Rights Controversy 149
Lynne Díaz-Rico
9. Developing Intercultural Competencies: Classroom Interventions
in London Schools 161
Dina Mehmedbegovic
v
TABLE OF CONTENTS
10. If We Are Good Citizens, They Will Recognize Us: The Effects
of Immigration Status on the Educational Motivation of
Undocumented Youth 171
Aliah Carolan-Silva and J. Roberto Reyes
11. Immigrant Identities in Transnational Contexts: The Figured
World of a New York City English Literacy and Civics
Education Classroom 189
Dina Lopez
12. From They are Japs To We Are Returnees: Crafting Identities
Within and Across Transnational Contexts 209
Satoko Shao-Kobayashi and Carol N. Dixon
13. The Social Costs of Labor Migration and Global Recession
on Brazilian Schools in Japan: Rethinking Minority School
Education 27
Thiago Amaral Minami
14. The Need for Multicultural Education in South Korea 243
Stephanie K. Kim & Lupita H.R. Kim
15. The Deculturalization of Hissuh and her Children: The Portrait
of a Muslim Mother’s Struggle to Participate in the Education
Decision-Making of her Children in American Schools 253
Vanessa Allen-Brown, Pamela Twyman Hoff, and Fawzeyah Alawadhi
vi
LIST OF CONTRIBUTORS
Fawzeyah Alawadhi College of Education, Criminal Justice, and Human
Services, University of Cincinnati, OH, USA
Vanessa Allen-Brown College of Education, Criminal Justice, and Human
Services, University of Cincinnati, OH, USA
Aliah Carolan-Silva Research Fellow, Center for Intercultural Teaching
and Learning, Goshen College, Goshen, IN, USA
Lynne Díaz-Rico Past President, California Teachers of English to
Speakers of Other Languages, Coordinator, MA in
Education, College of Education, California State
University, San Bernardino, CA, USA
Carol N. Dixon Gevirtz Graduate School of Education, University of
California - Santa Barbara, CA, USA
Melissa G. Fischer Loyola University Chicago, Chicago, IL, USA
Pamela Twyman Hoff College of Education, Criminal Justice, and Human
Services, University of Cincinnati, OH, USA
Lupita H.R. Kim Graduate School of Education and Information
Studies, University of California, Los Angeles, CA,
USA
Stephanie K. Kim Graduate School of Education and Information
Studies, University of California, Los Angeles, CA,
USA
Dina Lopez International Educational Development Program,
Teachers College, Columbia University, New York,
NY, USA
Melissa Ford Lucken Department of Language Skills and Student
Development, Michigan State University, Lansing,
MI, USA
Dina Mehmedbegovic Deputy Director, London Education Research Unit,
Institute of Education, University of London,
London, United Kingdom
Thiago Amaral Minami University of Tokyo, Japan
Diem Nguyen Division of Curriculum & Instruction, College of
Education, University of Washington, Seattle, WA,
USA
Mariam Orkodashvili Leadership, Policy, and Organizations Department,
College of Education & Human Development,
Vanderbilt University, Peabody College, Nashville,
TN, USA
J. Roberto Reyes Research Director, Center for Intercultural Teaching
and Learning, Goshen College, Goshen, IN, USA
Barbara T. Schröttner Researcher, Department of Education, Institute of
Continuing Education, University of Graz, Austria
vii
LIST OF CONTRIBUTORS
Satoko Shao-Kobayashi Department of Asian American Studies, California
State University - Northridge, CA, USA
Tom Stritikus Dean, Division of Curriculum & Instruction, College
of Education, University of Washington, Seattle,
WA, USA
David Urias School of Education, Drexel University,
Philadelphia, PA, USA
Manka M. Varghese Language, Literacy, and Culture Department, College
of Education, University of Washington, Seattle,
WA, USA
Richard R. Verdugo Senior Research Scientist, National Education
Association, Washington, DC, USA

viii
INTRODUCTION
PURPOSE AND SIGNIFICANCE OF THE BOOK
Debates over immigration frequently center on the perceived costs that immigrants
impose on publicly-funded programs and institutions. Proponents of immigration
purport that frequently neglected or underestimated in these debates is the fact that
immigration is a driving force behind many of the most important changes in
metropolitan areas; areas experiencing population loss, shrinking labor pools, and
growing numbers of retirees. Immigrants are perceived as a crucial source of new
labor, business formation, and tax revenue; key ingredients for economic recovery,
development, and sustainability (Camarota, 2006; Myers, 1999; Porter, 2006). On
the other side of the debate, opponents admit that most immigrants are better off
financially in the adopted country than they were at home, but many arrive with
minimal education and skill levels thus finding it hard to advance to better jobs in
the labor market (King, 2007). In the U.S., state and local governments, meanwhile,
point out that taxes paid by immigrants go mostly to the federal government, while
state and local governments bear the brunt of the costs of providing services to
these groups (De Castro, 2009).
Social, political, ethical, and economic issues surround the education of
immigrant children, particularly those who are illegal. Education is the largest
public cost associated with illegal immigration, and it is likely to have long-term
consequences. Regardless of one’s feelings about immigration, these children will
probably remain in their adopted country and become adults who either contribute
to the economy or not.
School demographics are changing rapidly, particularly in Europe and North
America, as a result of record-high immigration, along with increases in the
geographic dispersal, national origin, and linguistic diversity. The number of
school-aged children from immigrant families has reached a critical mass in
Europe. In cities such as Amsterdam and Rotterdam, one in every two students is a
child of immigrants. This will be the norm in much of Europe in the coming
decades (Papademetriou and Weidenfeld, 2007).
According to the U.S. Census Bureau, immigration, dominated by those from
Latin America and Asia, represent one in nine of all U.S. residents, but their
children represent one in five of those individuals under the age of 18 and it is
projected that by 2040 one in three children will fit this description. Meeting their
linguistic and academic needs places unique demands/challenges upon schools,
colleges, training centers, and other forms of informal, non-traditional educational
programs. Many of these children do not speak English well, have low-educated
parents (or are functionally illiterate in English, thereby unable to help their own
children), and live in poor communities. Additionally, no amount of ESL classes
can solve the problem with over 45 languages spoken in a single district because
no teacher can conduct classes in English with any hope of success.
David A. Urias (ed.), The Immigration & Education Nexus, 1–18.
© 2012 Sense Publishers. All rights reserved.