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Author: Shirley Mthethwa-Sommers Publisher: Lexington Books ISBN: 1498510728 Category : Education Languages : en Pages : 147
Book Description
As the number of African-born students in American schools increases, it is important that schools enlarge the circle of diversity to include African-born students who are rendered invisible by their skin color and continent of origin.. African Immigrants’ Experiences in American Schools: Complicating the Race Discourse is aimed at filling the gap in the literature about African-born students in American schools. This book will not only assist teachers and administrators in understanding the nuanced cultural, sociological, and socio-cognitive differences between American-born and African-born students; it will also equip them with effective interpersonal teaching strategies adapted to the distinct needs of African-born students and others like them. The book explores in depth salient African-rooted factors that come into play in the social and academic integration of African immigrant students, such as gender, spirituality, colonization, religious affiliation, etc. The authors examine American-rooted factors that complicate the adaptation of these students in the US educational school system, such as institutional racism, Afrophobia, Islamophobia, cultural discontinuities, curricular mismatches, and western media mis-portrayals. They also proffer pedagogical tools and frameworks that may help minimize these deleterious factors.
Author: Shirley Mthethwa-Sommers Publisher: Lexington Books ISBN: 1498510728 Category : Education Languages : en Pages : 147
Book Description
As the number of African-born students in American schools increases, it is important that schools enlarge the circle of diversity to include African-born students who are rendered invisible by their skin color and continent of origin.. African Immigrants’ Experiences in American Schools: Complicating the Race Discourse is aimed at filling the gap in the literature about African-born students in American schools. This book will not only assist teachers and administrators in understanding the nuanced cultural, sociological, and socio-cognitive differences between American-born and African-born students; it will also equip them with effective interpersonal teaching strategies adapted to the distinct needs of African-born students and others like them. The book explores in depth salient African-rooted factors that come into play in the social and academic integration of African immigrant students, such as gender, spirituality, colonization, religious affiliation, etc. The authors examine American-rooted factors that complicate the adaptation of these students in the US educational school system, such as institutional racism, Afrophobia, Islamophobia, cultural discontinuities, curricular mismatches, and western media mis-portrayals. They also proffer pedagogical tools and frameworks that may help minimize these deleterious factors.
Author: Jack Leonard Publisher: IAP ISBN: 1648025420 Category : Education Languages : en Pages : 307
Book Description
Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that “we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon”. At the end of 2019, almost 80 million people had been forced to leave the place they called home “as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order,” according to the United Nations High Commission for Refugees. This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a society—regardless of whether one is a citizen.
Author: Serah Shani Publisher: Rowman & Littlefield ISBN: 1498562108 Category : Social Science Languages : en Pages : 198
Book Description
Serah Shani examines the socioeconomic and cultural forces behind the success of “model minority” immigrants from sub-Saharan Africa in the United States. In particular, Shani looks at the integral role of the Ghanaian Network Village, a transnational space that provides educational resources beyond local neighborhoods in the US.
Author: Randy Capps Publisher: ISBN: 9780983159117 Category : Social Science Languages : en Pages : 0
Book Description
This book examines the well-being and development of children in black immigrant families (most with parents from Africa and the Caribbean). There are 1.3 million such children in the United States. While children in these families account for 11 percent of all black children in America and represent a rapidly growing segment of the U.S. population, they remain largely ignored by researchers. To address this important gap in knowledge, the Migration Policy Institute's (MPI) National Center on Immigrant Integration Policy embarked on a project to study these children from birth to age ten. Chapters include analysis of the changing immigration flow to the United States; the role of family and school relationships in the well-being of African immigrant children; exploration of the effects of ethnicity and foreign-born status on infant health; and parenting behavior, health, and cognitive development among children in black immigrant families. Contributors include Randy Capps (MPI), Dylan Conger (George Washington University), Cati Coe (Rutgers University-Camden), Danielle A. Crosby (University of North Carolina-Greensboro), Angela Valdovinos D'Angelo (University of Chicago), Elizabeth Debraggio (New York University), Fabienne Doucet (Steinhardt School of Culture, Education, and Human Development), Sarah Dryden-Peterson (University of Toronto), Angelica S. Dunbar (University of North Carolina-Greensboro), Tiffany L. Green (Virginia Commonwealth University), Megan Hatch (George Washington University), Donald J. Hernandez (Hunter College and City University of New York), Margot Jackson (Brown University), Kristen McCabe (MPI), Lauren Rich (University of Chicago), Amy Ellen Schwartz (New York University), Julie Spielberger (University of Chicago), and Kevin J. A. Thomas (Pennsylvania State University).
Author: Touorizou Hervé Somé Publisher: IAP ISBN: 1623968941 Category : Education Languages : en Pages : 182
Book Description
At the time of Obama’s draconian anti-immigrant policies leading to massive deportation of undocumented, poor immigrants of color, there could not be a more timely and important book than this edited volume, which critically examines ways in which immigration, race, class, language, and gender issues intersect and impact the life of many immigrants, including immigrant students. This book documents the journey, many success-stories, as well as stories that expose social inequity in schools and U.S. society. Further, this book examines issues of social inequity and resource gaps shaping the relations between affluent and poor-working class students, including students of color. Authors in this volume also critically unpack anti-immigrant policies leading to the separation of families and children. Equally important, contributors to this book unveil ways and degree to which xenophobia and linguicism have affected immigrants, including immigrant students and faculty of color, in both subtle and overt ways, and the manner in which many have resisted these forms of oppression and affirmed their humanity. Lastly, chapters in this much-needed and well-timed volume have pointed out the way racism has limited life chances of people of color, including students of color, preventing many of them from fulfilling their potential succeeding in schools and society at large.
Author: Vaughn W. M. Watson Publisher: Teachers College Press ISBN: 0807769800 Category : Education Languages : en Pages : 257
Book Description
"Black African immigrant youth and young adults from countries south of the Sahara, among the most rapidly growing immigrant groups in the US given immigration, resettlement, and asylum programs, have long demonstrated varied racial, ethnic, gendered, cultural, linguistic, religious, and transnational identities in their diverse schooling and education practices. Moreover, African immigrant youth enacting complex, embodied practices within and across varied schooling and educational contexts, and at the interplay of language, literacy, and civic learning and action taking, complicate urgent questions of which students may engage civically in schools and communities, and how they may do so. Thus, transformative education research to support diverse schooling, education, and civic engagement experiences for African immigrant and refugee students will increasingly depend on enacting generative research frameworks, teaching approaches, and innovative methodologies. Such research and teaching hold possibilities for assisting and preparing researchers, teacher educators, teachers, and community-based educators to identify key schooling, education and civic engagement practices associated with student's varied identities, and / or taking up research approaches and learning contexts that affirm and extend the identified practices"--
Author: Peter Otiato Ojiambo Publisher: Cambridge Scholars Publishing ISBN: 1527504166 Category : Education Languages : en Pages : 320
Book Description
This volume engages the reader in understanding past and contemporary critical issues in African scholarship, both in the diaspora and on the continent, that have been marginalized, unexamined, and under-researched, and proposes ways to make them visible. The book is timely as it imagines and reimagines scholarship on Africans in the diaspora and on the continent. It is bold, and authentically unpacks African immigrants’ individual and collective cultural, educational, social, and institutional experiences, especially in the context of US Pk-12 schools as they navigate and negotiate transnational spaces regarding identity and shifting positionalities. The editors and contributors, who are themselves African immigrants, exemplify their spirits of Sankofa as they look back to their roots in order to give back to their “Motherland” by fighting for the visibility, equity and social justice of Africans in the diaspora and on the continent. The book proposes critical and insightful ideas that educators, researchers, policy makers, social and human services, and community leaders will find valuable.
Author: Kenneth Chukwudi Butcher Publisher: ISBN: Category : Academic achievement Languages : en Pages : 476
Book Description
In this qualitative study, I looked at the schooling experiences for recent African immigrant students in the Midwest region of the United States. The main research questions that were addressed include: How did the African students in this study perceive the way they were taught in American public schools? How did they view the relationship between them and their teachers? How inclusive were curricular materials in their districts? And what were the factors the contributed to African immigrant students' successes and challenges in their American classrooms? The pivot of this naturalistic inquiry was to document and analyze the emic perspectives of learners from a different continent by illuminating individual stories embedded in context. A qualitative design was employed in this investigation for the purpose of understanding the schooling experiences of African immigrant students in the United States. Network sampling and purposeful sampling were part of the multiplicity of sources for this research work. To tackle the study, I used a triangulation of a detailed survey questionnaire, semi-structured and in-depth interviews, and personal narratives of the respondents. Content analysis was carried out through descriptive and interpretive coding patterns. Twenty African immigrant students completed a survey of 34 questions. Ten individuals were selected from the 20 initial participants for in-depth interviews at different locations in America's heartland. These respondents were all born in Africa and spent at least four years in U.S. public high schools. All of them graduated from the public high schools in America's Midwest within the last decade. Among the interviewees, 50 percent were males, and 50 percent were females. They represented all major regions of the African continent. The study took place from December 2008 to August 2009. Findings in the study revealed four major themes: lack of cultural orientation, indifference, lack of relevant curricular and instructional materials, and personal determination. Participants in the dissertation research viewed their education in the United States favorably, but expressed frustration with curriculum approaches and pedagogical delivery in their classrooms. Results also demonstrate that African immigrant students perceived their educators in different ways that I have analyzed and presented in this study.
Author: Mary Ellen Oslick Publisher: Rowman & Littlefield ISBN: 1475847602 Category : Social Science Languages : en Pages : 158
Book Description
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994), this book presents empirical studies and personal stories, examples across immigrant and refugee experiences including African, Asian and Latin immigrants. The chapters focus on the educational wellbeing of immigrant children and their families, and on bringing the home, school and community together as a united force to meet their needs.
Author: Shirley Mthethwa-Sommers
Author: Shirley Mthethwa-Sommers
Author: Jack Leonard
Author: Serah Shani
Author: Randy Capps
Author: Touorizou Hervé Somé
Author: Vaughn W. M. Watson
Author: Peter Otiato Ojiambo
Author: Kenneth Chukwudi Butcher
Author: Mary Ellen Oslick
Author: Laurie Olsen