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In Scandinavian countries immigration is a sensitive issue and legislators’ approach to the questions it has raised has varied over the years. Whatever immigrant and integration policies are adopted in a democratic society, it is clear that the legislation and the authorities have to ensure that the individual rights of the immigrants residing in its territory are respected. With Canada as a point of reference, this book draws attention to weaknesses in the regulation and implementation of integration provisions threatening the immigrants’ individual rights in the EU member states of Denmark, Finland and Sweden. The study challenges readers to critically review the meaning of rights and the notion of global caring. It takes a critical look at how vulnerable immigrants fare in a largely immigrant nation with a welfare capitalism legacy, when compared to three European nations which claim to embrace institutional welfare models. This book will be of great interest to scholars and decision-makers interested in Scandinavian or Canadian immigration and integration policies.
Amid the controversy surrounding immigration and border control, the work of California cartoonist Lalo Alcaraz (b. 1964) has delivered a resolute Latino viewpoint. Of Mexican descent, Alcaraz fights for Latino rights through his creativity, drawing political commentary as well as underlining how Latinos confront discrimination on a daily basis. Through an analysis of Alcaraz's early editorial cartooning and his strips for La Cucaracha, the first nationally syndicated, political Latino daily comic strip, author Héctor D. Fernández L'Hoeste shows the many ways Alcaraz's art attests to the community's struggles. Alcaraz has proven controversial with his satirical, sharp commentary on immigration and other Latino issues. What makes Alcaraz's work so potent? Fernández L'Hoeste marks the artist's insistence on never letting go of what he views as injustice against Latinos, the fastest growing ethnic group in the United States. Indeed, his comics predict a key moment in the future of the United States--that time when a racial plurality will steer the country, rather than a white majority and its monocultural norms. Fernández L'Hoeste's study provides an accessible, comprehensive view into the work of a cartoonist who deserves greater recognition, not just because Alcaraz represents the injustice and inequity prevalent in our society, but because as both a US citizen and a member of the Latino community, his ability to stand in, between, and outside two cultures affords him the clarity and experience necessary to be a powerful voice.
Can public schools still educate America's children, particularly in poor and working class communities? Many advocates of school reform have called for dismantling public education in favor of market-based models of reform such as privatization and vouchers. By contrast, this pathfinding book explores how community organizing and activism in support of public schools in one of America's most economically disadvantaged regions, the Rio Grande Valley of South Texas, has engendered impressive academic results. Dennis Shirley focuses the book around case studies of three schools that have benefited from the reform efforts of a community group called Valley Interfaith, which works to develop community leadership and boost academic achievement. He follows the remarkable efforts of teachers, parents, school administrators, clergy, and community activists to take charge of their schools and their communities and describes the effects of these efforts on students' school performance and testing results. Uniting gritty realism based on extensive field observations with inspiring vignettes of educators and parents creating genuine improvement in their schools and communities, this book demonstrates that public schools can be vital "laboratories of democracy," in which students and their parents learn the arts of civic engagement and the skills necessary for participating in our rapidly changing world. It persuasively argues that the American tradition of neighborhood schools can still serve as a bedrock of community engagement and academic achievement.
An ethnographic study of school and community in a border town in New Mexico on the Mexican/U.S. border.
This book offers a comprehensive overview of ‘out of school’ ethnic minority young people in Hong Kong. The focus is on the extent of the phenomena, reasons behind it and a description of ‘out of school’ life. Employing qualitative research methods and adopting a case study approach that involved fieldwork comprising 15 in-depth interviews and 2 observations with 11 ‘out of school’ ethnic minority young people, this book provides detailed insights into the phenomena. Information gained from an additional 22 in-depth interviews with 20 other stakeholders related to ethnic minority education, from time spent at three schools and key document analysis are also incorporated. Drawing on critical race theory, this book presents a critical discussion of the ‘out of school’ issue for ethnic minority young people in a privileged Chinese context.
Engaging Teachers makes a deliberate attempt to reclaim the education discourse captured by new right politics and connect it with a radical democratic agenda for schooling. On its agenda are education markets, policy, leadership, professionalism, and communities. Engaging with these is conceived on at least two levels.
For readers new to the field of multicultural education and human relations education, the recency of these publications heralded as seminal may be confusing, for certainly the concepts building the field of multicultural education and human relations education have been around much longer. True. But, for the first time, we found the conceptual framework, guiding principles, and critical works across disciplines and fields in Smith's encyclopedic organization. Because of the comprehensive nature of Pritchy Smith's knowledge bases, they have been employed as the organizing themes for this volume. I would clarify that I have not burdened authors to study Smith’s analysis and then apply it to their works; the categorization is my own. And, as is true of any topic, the interpretation and application may be broadly applicable. One of my major goals in founding this series has been to further develop the knowledge bases with voices from those in the trenches (literally and figuratively) and at the chalkface—while proverbial for some parts of the world, chalk remains a teaching staple in many regions of the world. Throughout this volume, authors will explore and research their own discoveries on this journey—narratives of crossing cultures and developing communities, reconceptualizing democracy and reinterpreting traditions, seeking solidarity and sowing the seeds of social justice. Through critical reflection in the shade of these giants, the reader may discover Ming Fang’s bamboo tree.
For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts. Suddenly Diverse is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism. While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.
Examines the statistics on the low percentage of Latinos graduating high school, using the "role identity theory" to explain the stigmas surrounding the labels of "school-kid" versus "street-kid."