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Winner of the CEP Mildred Garcia Award for Exemplary
ScholarshipAbout 2.4 million children and young adults under 24
years of age are undocumented. Brought by their parents to the US
as minors many before they had reached their teens they account for
about one-sixth of the total undocumented population. Illegal
through no fault of their own, some 65,000 undocumented students
graduate from the nation's high schools each year. They cannot get
a legal job, and face enormous barriers trying to enter college to
better themselves and yet America is the only country they know
and, for many, English is the only language they speak. What future
do they have? Why are we not capitalizing, as a nation, on this
pool of talent that has so much to contribute? What should we be
doing?Through the inspiring stories of 16 students from seniors in
high school to graduate students William Perez gives voice to the
estimated 2.4 million undocumented students in the United States,
and draws attention to their plight. These stories reveal how
despite financial hardship, the unpredictability of living with the
daily threat of deportation, restrictions of all sorts, and often
in the face of discrimination by their teachers so many are not
just persisting in the American educational system, but achieving
academically, and moreover often participating in service to their
local communities. Perez reveals what drives these young people,
and the visions they have for contributing to the country they call
home.Through these stories, this book draws attention to these
students predicament, to stimulate the debate about putting right a
wrong not of their making, and to motivate more people to call for
legislation, like the stalled Dream Act, that would offer
undocumented students who participate in the economy and civil life
a path to citizenship. Perez goes beyond this to discuss the social
and policy issues of immigration reform. He dispels myths about
illegal immigrants supposed drain on state and federal resources,
providing authoritative evidence to the contrary. He cogently makes
the case on economic, social, and constitutional and moral grounds
for more flexible policies towards undocumented immigrants. If
today s immigrants, like those of past generations, are a positive
force for our society, how much truer is that where undocumented
students are concerned?"
This anthology explores the relationships between Chicana/o
students, families, and communities and the various school settings
that comprise the education pipeline, from Kindergarten classrooms
through postsecondary programs and postgraduate experiences. The
essays, which appeared in Aztlan: A Journal of Chicano Studies
between 1970 and 2015, present a historical overview that spans the
1880s to the present. It brings together the work of scholars who
have elucidated Chicana/o education, and the resulting collection
simultaneously historicizes current education research and bolsters
our understanding of Chicanas/os' multifaceted relationship to
schooling in the United States. Among the topics considered are
bilingual education and cultural relevance, teacher expectations
and student achievement, racism and sexism in postsecondary
education, the Chicano movement and the high school walkouts,
anti-ethnic studies legislation, school finance and governance, and
Joteria identity. Together, the essays reveal how educational
institutions have operated in contradictory ways for Chicana/o
students: they have depressed and marginalized as well as
emancipated and empowered them. The Chicana/o Education Pipeline
presents the story of the struggle and perseverance of Chicana/o
students, families, and communities as they have fought for a more
equitable education.
Teachers of Color describes how racism serves as a continuous
barrier against diversifying the teaching force and offers tools to
support educators who identify as Black, Indigenous, or people of
Color on both a systemic and interpersonal level. Based on in-depth
interviews, digital narratives, and questionnaires, the book
analyzes the toll of racism on their professional experiences and
personal wellbeing, as well as their resistance and reimagination
of schools. Teacher educator and educational researcher Rita Kohli
documents the hostile racial climate that teachers of color
experience over the course of their academic and professional
lives-first as students and preservice teachers and later in their
classrooms and schools. She also highlights the tools of resistance
these teachers employ to challenge institutionalized oppression and
the kinds of professional development and support they need to
thrive. Analyzed through the lens of critical race theory, Teachers
of Color exposes the ongoing racialization via counter-stories from
thirty racially, geographically, and professionally diverse
educators. The book concludes with recommendations that various
education stakeholders can employ to improve the racial climates of
schools and support the growing diversity of the teaching force. At
this critical moment, Kohli offers readers an opportunity to
strengthen their racial literacies and better understand the
strengths, struggles, and power of teachers of color.
Teachers of Color describes how racism serves as a continuous
barrier against diversifying the teaching force and offers tools to
support educators who identify as Black, Indigenous, or people of
Color on both a systemic and interpersonal level. Based on in-depth
interviews, digital narratives, and questionnaires, the book
analyzes the toll of racism on their professional experiences and
personal wellbeing, as well as their resistance and reimagination
of schools. Teacher educator and educational researcher Rita Kohli
documents the hostile racial climate that teachers of color
experience over the course of their academic and professional
lives-first as students and preservice teachers and later in their
classrooms and schools. She also highlights the tools of resistance
these teachers employ to challenge institutionalized oppression and
the kinds of professional development and support they need to
thrive. Analyzed through the lens of critical race theory, Teachers
of Color exposes the ongoing racialization via counter-stories from
thirty racially, geographically, and professionally diverse
educators. The book concludes with recommendations that various
education stakeholders can employ to improve the racial climates of
schools and support the growing diversity of the teaching force. At
this critical moment, Kohli offers readers an opportunity to
strengthen their racial literacies and better understand the
strengths, struggles, and power of teachers of color.
This book examines how racist political rhetoric has created
damaging and dangerous conditions for Students of Color in schools
and higher education institutions throughout the United States. The
authors show how the election of the 45th president has resulted in
a defining moment in U.S. history where racist discourses,
reinforced by ideologies of white supremacy, have affected the
educational experiences of our most vulnerable students. This
volume situates the rhetoric of the Trump presidency within a
broader historical narrative and provides recommendations for those
who seek to advocate for anti-racism and social justice. As we
enter the uncharted waters of a global pandemic and national racial
reckoning, this will be invaluable reading for scholars, educators,
and administrators who want to be part of the solution. Book
Features: Uses Donald Trump's presidency as a case study to show
how and why racist rhetoric can be used to mobilize large numbers
of U.S. voters. Examines how the current administration has changed
perspectives on contemporary racism that will have a lasting impact
throughout the K-16 educational system. Demonstrates how the
current discourses around race and immigration are resulting in
increased racism and violence in schools and universities. Provides
strategies for how anti-racist social justice efforts in education
will need to shift to respond to the new landscape.
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