!Pobre Raza! Violence, Justice, and Mobilization among Mexico Lindo Immigrants, 1900-1936

Educating Immigrant Students, Refugees, and English Language Learners: A No Borders Perspective

“…Presently, there is a NO BORDERS-NO IMMIGRANTS (sometimes violent) chasm nationwide that has had an impact on educational policy with respect to teacher preparation, language policy, and the nature of schooling (Hurricane, 2009). The chasm is particularly stark in the Southwestern states with long histories of immigrant migration: California, Arizona, Texas, New Mexico, and Colorado (Rosales, 1999). In regions where immigration and refugee resettlement is relatively new (the Midwest, Northeast, and South-the "new diaspora"), the divisions are deepening as resources become scarce and dominant group members feel threatened by the influx of newcomers who speak little English and appear to acculturate selectively to the new environment (see Hamann, 2003;Montero-Sieburth, 2007;Sarr & Mosselson, this volume;Sox, 2009).…”

“…Inherent in this definition is the notion that the children and their families make the new country their permanent home. However, many families who come to the United States do not necessarily intend to settle permanently; for example, thousands of Mexican families migrate from their home country and back every year, as generations of families have done before (Hernández, Denton, & Macartney, 2010;Rosales, 1999;Spener, 2009). Refugee students' families often maintain transnational connections with their homelands, hoping to return if and when conditions allow.…”