Immigration in 2018: What is a Teacher Educator to Do?

References

• Alim, H. S., & Paris, D. (2015). Whose language gap? Critical and culturally sustaining pedagogies as necessary challenges to racializing hegemony. Journal of Linguistic An thropology, 25(1), 79–81.
   Google Scholar
• American Federation of Teachers (2016). Immigrant and refugee children: A guide for educators and school support staff. Amrican Federation of Teachers. Retrieved from http://www.aft.org/sites/default/files/im_uac-educators-guide_2016.pdf
   Google Scholar
• Anderson, V., McKenzie, M., Allan, S., Hill, T., McLean, S., Kayira, J., & Butcher, K. (2015). Participatory action research as pedagogy: Investigating social and ecological justice learning within a teacher education program. Teaching Education, 26(2), 179–195. doi:10.1080/10476210.2014.996740
   Web of Science ®Google Scholar
• Antrop‐González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community‐based schools. International Journal of Qualitative Studies in Education, 19(4), 409–433. doi:10.1080/09518390600773148
   Google Scholar
• Cho, C. (2010). “Qualifying” as teacher: Immigrant teacher candidates' counter-stories. Canadian Journal of Educational Administration and Policy, (100). 1–22. Retrived from https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42780/30640
   Google Scholar
• Civil Liberties Defense Center (2014). Know Your Rights. Civil Liberties Defense Center. Retrived from https://cldc.org/organizing-resources/know-your-rights/
   Google Scholar
• Cummins, J. (2017). Teaching Minoritized Students: Are Additive Approaches Legitimate?. Harvard Educational Review, 87(3), 404–425. doi:10.17763/1943-5045-87.3.404
   Web of Science ®Google Scholar
• Emdin, C. (2016). For White folks who teach in the Hood… and the rest of y'all too: Reality pedagogy and urban education. Boston: Beacon Press.
   Google Scholar
• Expósito, S., & Favela, A. (2003). Reflective voices: Valuing immigrant students and teaching with ideological clarity. The Urban Review, 35(1), 73–91. doi:10.1023/A:1022597607497
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Garcia, E. E. (1993). Language, culture, and education. Review of research in education, 19(1), 51–98. doi:10.3102/0091732X019001051
   Google Scholar
• Garcia, E. E., & Ozturk, M. (2017). An asset-based approach to latino education in the united states: Understanding gaps and advances. New York: Routledge.
   Google Scholar
• Garza, R. (2009). Latino and white high school students' perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44(3), 297–321. doi:10.1177/0042085908318714
   Web of Science ®Google Scholar
• Golash-Boza, T. M. (Eds.), (2017). Forced out and fenced In: Immigration tales from the field New York: Oxford University Press.
   Google Scholar
• Goodwin, A. L. (2002). Teacher preparation and the education of immigrant children. Education and urban society, 34(2), 156–172. doi:10.1177/0013124502034002003
   Web of Science ®Google Scholar
• Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinking knowledge domains for teaching. Teaching Education, 21(1), 19–32. doi:10.1080/10476210903466901
   Google Scholar
• Gonzales, R. G., Roth, B., Brant, K., Lee, J., & Valdivia, C. (2016). DACA at year three: Challenges and opportunities in accessing higher eduation and employment. Washington DC: American Immigration Council.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York: Routledge.
   Google Scholar
• Gunderson, L. (2017). English-only instruction and immigrant students in secondary schools: A critical examination. New York: Routledge.
   Google Scholar
• Immigration Advocates Network (2018). Know your rights workshop. Immigration Advocates Network. Retrieved from https://www.immigrationadvocates.org/
   Google Scholar
• Irizarry, J. G. (2017). “For us, by us”: A Vision for culturally sustaining pedagogies forwarded by Latinx youth. In D., Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 83–98). New York: Teachers College Press.
   Google Scholar
• Ladson-Billings, G. (1994). What we can learn from multicultural education research. Educational leadership, 51(8), 22–26.
   Web of Science ®Google Scholar
• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
   Web of Science ®Google Scholar
• Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students' skills in literary interpretation. Reading research quarterly, 30(4), 608–631.
   Google Scholar
• Lee, J., Sleeter, C., & Kumashiro, K. (2015). Interrogating identity and social contexts through “critical family history”. Multicultural Perspectives, 17(1), 28–32. doi:10.1080/15210960.2015.994426
   Web of Science ®Google Scholar
• Lee, S. J., & Walsh, D. (2017). Socially just, culturally sustaining pedagogy for diverse immigrant youth: Possibilities, challenges, and directions. In D., Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 83–98). New York: Teachers College Press.
   Google Scholar
• Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in the educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399–417. doi:10.1080/13670050903370143
   Web of Science ®Google Scholar
• Meskill, C. (2005). Infusing English language learner issues throughout professional educator curricula: The training all teachers project. Teachers College Record, 107(4), 739–756.
   Web of Science ®Google Scholar
• Moll, L. C., & González, N. (1994). Lessons from research with language-minority children. Journal of Reading Behavior, 26(4), 439–456. doi:10.1080/10862969409547862
   Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine, & Committee on Population (2016). The integration of immigrants into American society. National academies of sciences, engineering, and medicine, & committee on population. Washington: National Academies Press.
   Google Scholar
• Nieto, S. (1992). We speak in many tongues: Language diversity and multicultural education. In C. Díaz (Ed.), Multicultural education for the 21st century (112–136). Westhaven, CT: NEA Professional Library.
   Google Scholar
• Noddings, N. (1995). Teaching themes of care. Phi Delta Kappan, 76(9), 675.
   Web of Science ®Google Scholar
• Noddings, N. (1999). Care, justice, and equity. In M. S. Katz, N. Noddings, & K. A. Strike (Eds.), Justice and caring: The search for common ground in education (pp. 7–20). New York: Teachers College Press.
   Google Scholar
• Noddings, N. (2015). The challenge to care in schools. New York: Teachers College Press.
   Google Scholar
• Omi, M., & Winant, H. (2014). Racial formation in the United States. New York: Routledge.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York: Teachers College Press.
   Google Scholar
• Plyler v. Doe 457 U.S. 202 (1982).
   Google Scholar
• Reyhner, J., & Eder, J. (2017). American Indian education: A history. Norman: University of Oklahoma Press.
   Google Scholar
• Roberts, J. (2016). Language teacher education. New York: Routledge.
   Google Scholar
• Rong, X. L., & Preissle, J. (1998). Educating immigrant students: What we need to know to meet the challenges. Thousand Oaks: Corwin Press, Inc.
   Google Scholar
• Rosa, J., & Flores, N. (2017). Do you hear what I hear? Raciolinguistic ideologies and culturally sustaining pedagogies. In D., Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 175–190). New York: Teachers College Press.
   Google Scholar
• Salinas, C., & Reyes, R. (2004). Creating successful academic programs for Chicana/o high school migrant students: The role of advocate educators. The High School Journal, 87(4), 54–65. doi:10.1353/hsj.2004.0015
   Google Scholar
• Sleeter, C. (2015). Multicultural curriculum and critical family history. Multicultural Education Review, 7(1–2), 1–11. doi:10.1080/2005615X.2015.1048607
   Web of Science ®Google Scholar
• Sleeter, C. E. (2016). Critical family history: Situating family within contexts of power relationships. Journal of Multidisciplinary Research, 8(1), 11.
   Google Scholar
• Spring, J. (2016). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York: Routledge.
   Google Scholar
• Suárez-Orozco, C., & Suárez-Orozco, M. M. (2009). Children of immigration. Cambridge: Harvard University Press.
   Google Scholar
• Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2009). Learning a new land. Cambridge: Harvard University Press.
   Google Scholar
• Suárez-Orozco, M. M. (2014). The new immigrant in American society: Interdisciplinary perspectives on the new immigration. New York: Routledge.
   Google Scholar
• Suárez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C. M., Hernandez, E., Garcia, Y., & Teranishi, R. T. (2015). Undocumented undergraduates on college campuses: Understanding their challenges and assets and what it takes to make an undocufriendly campus. Harvard Educational Review, 85(3), 427–463. doi:10.17763/0017-8055.85.3.427
   Web of Science ®Google Scholar
• Teranishi, R. T., Martin, M. D., & Suárez-Orozco, C. (2013). Engaging immigrant-origin students in higher education. Association of American Colleges & Universities, 16(2).
   Google Scholar
• Terriquez, V., Brenes, T., & Lopez, A. (2018). Intersectionality as a multipurpose collective action frame: The case of the undocumented youth movement. Ethnicities. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/1468796817752558
   Web of Science ®Google Scholar
• Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to english language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3).
   Web of Science ®Google Scholar
• Valenzuela, A. (2005). Subtractive schooling, caring relations, and social capital in the schooling of US-Mexican youth. Beyond silenced voices: Class, race, and gender in United States schools (pp. 83–94). Albany: State University of New York Press.
   Google Scholar
• Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of teacher education, 53(1), 20–32. doi:10.1177/0022487102053001003
   Web of Science ®Google Scholar
• Volpp, L. (2015). The indigenous as alien. UC Irvine Law Review, 5, 289.
   Google Scholar
• Yoshikawa, H., Suárez‐Orozco, C., & Gonzales, R. G. (2017). Unauthorized status and youth development in the United States: Consensus statement of the society for research on adolescence. Journal of Research on Adolescence, 27(1), 4–19. doi:10.1111/jora.12272
   PubMed Web of Science ®Google Scholar
• Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422–431. doi:10.1177/0022487110375802
   Web of Science ®Google Scholar