Humanizing Education for Immigrant and Refugee Youth: 20 Strategies for the Classroom and Beyond (The Teaching for Social Justice Series)

This important book offers strategies, models, and concrete ideas for better serving newcomer immigrant and refugee youth in U.S. schools, with a focus on grades 6-12. The authors present 20 strategies grouped under three categories: (1) classroom and instructional design, (2) school design, and (3) extracurricular, community, and alumni partnerships. Each chapter provides research-based information, classroom examples, tips for implementing each strategy, and additional resources. Readers will find engaging profiles of schools, students, and alumni interspersed throughout the book, offering both varied perspectives and practical advice. Humanizing Education for Immigrant and Refugee Youth will assist today's educators, school leaders, policymakers, and scholars interested in the holistic success and well-being of immigrant and refugee students. Book Features: <ul> <li>Practical strategies for educators and school leaders are rooted in empirical research and classroom narratives from across the United States.</li> <li>Multiple, real-life examples are used to illustrate each strategy.</li> <li>Each chapter concludes with a brief summary and recommended resources.</li> <li>School and student profiles demonstrate what the strategies look like in practice, as well as their benefits for students.</li> <li>Diverse perspectives are presented by researchers, classroom teachers, school leaders, and newcomer students.</li> <li>A companion website at https://www.monishabajaj.net/immigrefugeeed</li> </ul>

Politics & Social Sciences

Bartlett, Lesley

Bajaj, Monisha

Walsh, Daniel

Martínez, Gabriela

Social Sciences

Teachers' College Press

Additive Schooling in Subtractive Times: Bilingual Education and Dominican Immigrant Youth in the Heights

Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperon High School works with the community to respond to those challenges. The staff at Luperon see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach. After offering a history of the school's formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City's educational reforms under Mayor Michael Bloomberg complicated the school's efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and Garcia also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.

Garcia, Professor of Urban Education Ofelia

Vanderbilt University Press

Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperon High School works with the community to respond to those challenges. The staff at Luperon see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach. After offering a history of the school's formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City's educational reforms under Mayor Michael Bloomberg complicated the school's efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and Garcia also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.

García, Ofelia

Rethinking Case Study Research

Comparative case studies are an effective qualitative tool for researching the impact of policy and practice in various fields of social research, including education. Developed in response to the inadequacy of traditional case study approaches, comparative case studies are highly effective because of their ability to synthesize information across time and space. In Rethinking Case Study Research: A Comparative Approach, the authors describe, explain, and illustrate the horizontal, vertical, and transversal axes of comparative case studies in order to help readers develop their own comparative case study research designs. In six concise chapters, two experts employ geographically distinct case studies―from Tanzania to Guatemala to the U.S.―to show how this innovative approach applies to the operation of policy and practice across multiple social fields. With examples and activities from anthropology, development studies, and policy studies, this volume is written for researchers, especially graduate students, in the fields of education and the interpretive social sciences.

Rethinking Case Study Research: A Comparative Approach

Education & Teaching

Vavrus, Frances

Schools & Teaching

Routledge

Sociology

Routledge, Taylor & Francis Group

Vavrus, Frances Katherine

The Word and the World: The Cultural Politics of Literacy in Brazil (Understanding Education and Policy)

Drawing on two years of ehtnographic research in Brazil, the author examines how cultural politics shpae the teaching, learning and uses of leteracy. Drawing on the fields of anthropology, comparative and international education and literacy studies, Lesley Bartlett offers apwoerful critique of development discourses surrounding literacy even as she contributes a constructive re-imagining of critical literacy and critical pedagogy.

Hampton Pr

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Books by Bartlett, Lesley