Education Across Borders: Global Migration and Changing Schools Dr. Kristen Nielsen Spring 2017 Syllabus

Transcription

1 1 Education Across Borders: Global Migration and Changing Schools Dr. Kristen Nielsen Spring 2017 Syllabus I. Course Description and Abstract As primary social institutions in many countries, schools are charged with the task of preparing learners to function successfully within societies. Historically, schools have operated from an assumed homogenous context, fostering a monolingual and monocultural school culture and curriculum, even in settings with multiple ethnic populations and minorities. Within the context of dramatic increases in migration worldwide, significant growth of diversity, and changing views on accommodating this diversity, schools have found themselves on the front lines of immigrant support and have scrambled to identify and establish practices and policies to best educate diverse populations of learners. This course examines the relationship between migration and education, with a focus on the impacts on schools, teaching, and language policy and practice in Europe and North America. In particular, we will explore the changed and changing classroom landscape, emerging questions about the nature of schooling, and what the research tells us teachers should already know and be able to do within the classroom to support linguistically and culturally diverse learners. As a collaborative class of scholars, we will also work together to investigate new and emerging questions pertinent to teaching and learning within a diverse and global society. Our research and discussion will be based on international theories of multicultural education, global case studies, and published research findings. II. Course Methods This will be a discussion-based course, centered on a model of co-learning. Together we will explore readings and cases on topics in migration, diversity, and multicultural education. Participants in the course will take turns as subject experts, presenting articles, book chapters, and research data, as well as facilitating class discussion. Course participants will be asked to engage critically with the readings presented and to investigate ways to apply theory and case study findings to practical problems in teaching and schooling. Participants will also conduct a final focused case study on a specific community or setting. Our course will host two guest speakers with expertise in (1) current migration phenomena and (2) global initiatives in schooling to support migrant achievement. During these visits, class participants will be asked to dialogue with each expert and to prepare questions in advance to guide the discussion.

2 2 Finally, our class will make one field visit to the Massachusetts Office for Refugees and Immigrants to meet with the Chief Officer and learn first-hand about initiatives to support migrant education. Students whose schedules do not permit attendance with the class will have an option to visit an alternative field site independently. III. Learning Outcomes Upon successful completion of this course, students will have: 1. Developed an understanding of current and recent patterns of world migration and the impacts on education, particularly in developed countries; 2. Successfully researched, described, and evaluated specific cases in migration and schooling in a variety of international settings; 3. Identified and responded critically to problems in schooling and migration, particularly the achievement gap and inequalities in education; 4. Discussed and explored cases in migration and education, verbally, in writing, and using media, and applied findings from these cases to envisioning practical solutions in and applications to teaching, learning, and education planning, in Massachusetts and beyond. 5. Established a foundational mastery of problems in literacy and language, as they relate to migrant education. IV. Assessment A. Mini Presentations Each student participant will be asked to create 2 mini presentations of 15 minutes each, during two different class meetings. Each presentation will focus on an individual article from the reading list and will incorporate: A brief summary of the reading Key concepts, ideas, and/or findings A critical response to the reading that may describe its significance; practical application to teaching, learning, and/or schooling; merits and/or limitations, and questions raised. Presenters may choose to use technology if preferred. Each mini presentation will be followed by class discussion, response, and questions. B. International Case Study For this project, students can choose to work individually or with a partner on a problem or question in migration, diversity, and schooling based on a single and specific community setting. The breadth of the study will be greater for collaborative, vs.

3 3 individual, work. Summary details of the case study requirements can be found below. More specific details and support will be provided in class. 1. The Setting Settings will be chosen from among specific international communities that have responded to diversity, substantial changes in populations and cultures, and shifting views on diversity and schooling worldwide- in short, the possibilities are vast. The setting should be more specific than a country, focusing on a specific region, community, neighborhood, population, or school. 2. The Question The purpose of the case study is to learn about world experiences with migration and diversity by examining the ways that different communities respond to global changes to and through education and schooling. In order to frame the research, studies should be guided by one or two specific research questions. 3. The Data The nature of the data will be limited, as student participants will generally be unable to collect ethnographic data. Instead, data will be gathered through analysis of news archives, scholarly articles, witness and observer accounts, global migration and movement websites, and other sources, although interview and survey data are encouraged and welcome if available. 4. The Deliverables The case study can be submitted in one of two formats: Option A As an APA formatted research paper written up as a case study and drawing on findings to discuss implications for education. Option B As a video file using images and information to create a film case. The design of this video case is open and flexible, but it should deliver the same basic content points that a research paper would provide while relying on images, visuals, and narrative more heavily than text. Course Grading: Course Presentations: 40% International Case Study: 40% Attendance and Participation: 20% V. Course Primary Texts and Web Resources We will work with multiple readings from these texts, which will serve as primary course resources. These texts can be purchased online, used or new in hardcover or paperback. Additional required readings can be accessed through the online database. A full reading list is provided at the end of this syllabus.

4 4 Banks, J.A. (Ed.). (2011). The Routledge international companion to multicultural education. New York, NY: Routledge. (This citation is for the paperback, hardcover edition is fine as well.) Alba, R., & Holdaway, J. (Eds.). (2013). The Children of immigrants at school: A comparative look at integration in the United States and Western Europe. New York, NY: New York University Press. Web Resources We will be working with data, maps, and publications from the website of the Migration Policy Institute, the United Nations Division of International Migration; and the International Organization for Migration. Please spend some time browsing these websites. You can scroll through reports pertinent to Europe and North America, as well as other regions of the world. Specific links are provided on the weekly schedule. Readings (Readings marked with a P will be presented by individual students to the class. All students should read these in advance as well.) WEEKLY COURSE SCHEDULE Week of January 23 Who s Moving Where? Accessing and Working with World Migration Data; Introduction to World Migration Patterns and Recent Statistics, with Impacts on Schooling Readings Castles World population movements, diversity, and education Web Resources We will be working with data, maps, and publications from the website of the Migration Policy Institute and the United Nations Division of International Migration. Please spend some time browsing these websites. You can scroll through reports pertinent to Europe and North American, as well as other regions of the world. Review their publications and status reports here:

5 5 and Migration Data, with a particular focus on Europe can be found at: and t/migreport.shtml Of special interest is the report on asylum seekers in Europe from : at- sea- the- policy- challenges- of- rescue- interception- and- long- term- response- to- maritime- migration/ And updates from the fall 2016 UN Refugee Summit can be found here: Week of January 30 Migrant Achievement and Achievement Gaps: International Comparisons Readings and Resources Alba & Holdaway The Integration Imperative Alba, Silberman, Abdelhady, Brinbaum, & Lutz. How similar educational inequalities are constructed in two different systems P1 Crul, Holdaway, de Valk, Fuentes, & Zaal. Educating the children of immigrants in Old and New Amsterdam P2 Web Resources from the Migration Policy Institute Please continue to review our web resources on global migration. Of particular interest is the report on asylum seekers in Europe from : And a video update from April You can also view updates on global migration and education here:

6 6 and an additional update on World Migration Week of February 6 Field Visit This week we will make a field visit to the Massachusetts Office for Refugees and Immigrants to meet with the Chief Officer and learn first-hand about initiatives to support migrant education. Details will be announced in class. Students whose schedules do not permit attendance with the class will have an option to visit an alternative field site independently. Week of February 13 Achievement and Achievement Gaps: International Comparisons Readings Gibson, Carrasco, Pamies, Ponferrada, & Rios-Rojas. Different systems, similar results: Youth of immigrant origin at school in California and Catalonia. P3 Waters, Heath, Tran, & Boliver. Second generation attainment and inequality: Primary and secondary effects of educational outcomes in Britain and the United States. P4 Krause, Rinne, and Schüller. Kick it like Özil? Decomposing the native-migrant education gap. P5 Week of February Guest Speaker on World Migration Tentative Date This week we will host an invited speaker. Please attend class prepared to engage in discussion and dialog with our speaker

7 7 Multicultural Education, Multiculturalism, and Pluriculturalism: Theories and Concepts Banks. Multicultural education: Dimensions and paradigms Tomlinson. Multicultural education in the United Kingdom. P6 Activities Instructor conferences will begin this week to help students develop topics and plans for their case studies. Collaborative planning, research, and writing activities Week of February 27 Multicultural Education, Multiculturalism, and Pluriculturalism: Theories and Concepts Globalization, Schooling, and Diversity: International Cases Studies Joshee. Multicultural education policy in Canada. P7 Allemon-Ghionda. From intercultural education to the inclusion of diversity: P8 Theories and policies in Europe. Suarez-Orozco & Suarez-Orozco. Globalization, Immigration, and Schooling Week of March 6 Globalization, Schooling, and Diversity; International Case Studies Meer, N., et al. Cultural diversity, Muslims, and education in France and England: Two contrasting models in Western Europe P9 Luchtenberg, S. Migrant minority groups in Germany: Success and failure in education P10

8 8 Assignments International Case Study Topic and Plan/Outline (1 Pg.) Due. Week of March 13 Citizenship and Education; International Cases in Citizenship Banks Diversity, group identity, and citizenship education in a global age Lemaire, E. Education, integration, and citizenship in France P11 Osler, A. & Starkey, H. Citizenship education in France and England: Contrasting P1 approaches to national identity and diversity Week of March Spring Break No Classes---- Week of March 27 Citizenship and Education; International Cases in Religious, Cultural, and Ethnic Diversity Abu Bakar Islamic religious education and Muslim religiosity in Singapore P2 Foumin & Zakharov Educational policies for ethnic and cultural groups in Russia P3 Odina, T.A. The education of ethnic, racial, and cultural groups in Spain P4 Week of April 3

9 9 Diversity, Race, and Education Bigler, R.S. & Hughes, J.M. The nature and origins of children s racial attitudes P5 Aboud, F.E. Modifying children s racial attitudes P6 Gillborn & Youdell Critical perspectives on race and schooling Week of April 10 Approaches to Educating Immigrant Populations; Migration and Schooling in Massachusetts Guest Speaker on Migration and Education Tentative Date This week we will host an invited speaker. Please attend class prepared to engage in discussion and dialog with our speaker Alba & Holdaway. The children of immigrants at school: Conclusions and recommendations. Suarez-Orozco, Martin, Alexandersson, Dance, & Lunneblad. Promising practices: P7 Preparing children of immigrants in New York and Sweden. Week of April 17 Second Language Learners in Global School Settings; English Language Learners in the U.S. and in Massachusetts Schools Guofang Guofang. Perspectives on Struggling English Language Learners: Case Studies P8 of Two Chinese-Canadian Children Adesope, Lavin, Thompson, & Ungerleider. Best practices in teaching literacy to ESL

10 10 immigrant students: A meta-analysis Assignments Draft Case Study Due Activities Peer Sharing and Feedback: Draft Case Studies Migrant Language and Literacy Schooling Week of April 24 Romaine Language, culture, and identity across nations P9 Engen Socialization, literacy, and empowerment P10 Lam & Warriner. Transnationalism and literacy: Investigating the mobility of people, P11 languages, texts, and practices in contexts of migration Assignments Final Draft Case Studies A Note on Mini Presentations: Each course participant will be assigned a number P1 through P11, which will correspond to two different readings on the weekly list. Students will prepare two mini presentations on the texts corresponding to the their assigned numbers to be presented in two different classes over the semester. Presenter codes are noted next to the readings on the reading list above. P1= Presenter 1 P2=Presenter 2 P3=Presenter 3 P4=Presenter 4 Mini Presentations will take 12 to 15 minutes each.

11 11 Reading List Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2011). Best practices in teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational Psychology, 81, Alba, R. & Holdaway, J. (Eds.). (2013). The children of immigrants at school. New York, NY: NYU Press. (Multiple course readings will be derived from this text.) Banks, J.A. (Ed.). (2011). The Routledge international companion to multicultural education. New York, NY: Routledge. (Multiple Course readings will be derived from this text.) Guofang, L. (2004). Perspectives on Struggling English Language Learners: Case Studies of Two Chinese-Canadian Children. Journal of Literacy Research, 36(1), Krause, A., Rinne, U. and Schüller, S. (2015). Kick it like Özil? Decomposing the P4 native-migrant education gap. International Migration Review, 49: Lam, W. S. E., & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the P4 mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly, 47(2), Chapters In: Alba, R. & Holdaway, J. (Eds.). (2013). The children of immigrants at school. New York, NY: NYU Press.

12 12 1. Alba & Holdaway. The Integration imperative 2. Alba, Silberman, Abdelhady, Brinbaum, & Lutz. How similar educational inequalities are constructed in two different systems. 3. Gibson, Carrasco, Pamies, Ponferrada, & Rios-Rojas. Different systems, similar results: Youth of immigrant origin at school in California and Catalonia. 4. Waters, Heath, Tran, & Boliver. Second generation attainment and inequality: Primary and secondary effects of educational outcomes in Britain and the United States. 5. Alba, Silberman, Abdelhady, Brinbaum, & Lutz. How similar educational inequalities are constructed in two different systems. 6. Suarez-Orozco, Martin, Alexandersson, Dance, & Lunneblad. Promising practices: P7 Preparing children of immigrants in New York and Sweden. 7. Alba & Holdaway. The children of immigrants at school: Conclusions and recommendations. Chapters In: Banks, J.A. (Ed.). (2011). The Routledge international companion to multicultural education. New York, NY: Routledge. 1. Banks. Multicultural education: Dimensions and paradigms 3. Castles World population movements, diversity, and education 4. Suarez-Orozco & Suarez-Orozco. Globalization, Immigration, and Schooling 5. Nieto. Multicultural education in the United States: Historical realities, ongoing challenges, and transformative possibilities 6. Joshee. Multicultural education policy in Canada 7. Inglis. Multicultural education in Australia 8. Tomlinson. Multicultural education in the United Kingdom. 9. Allemon-Ghionda. From intercultural education to the inclusion of diversity: Theories and policies in Europe.

13 Gillborn & Youdell. Critical perspectives on race and schooling. 13. Bigler & Hughes. The Nature and origins of children s racial attitudes. 14. Aboud. Modifying children s racial attitudes 18. Engen. Socialization, literacy, & empowerment. 23. Lemaire. Education, integration, and citizenship in France 24. Osler & Starkey. Citizenship education in France and England: Contrasting approaches to national identity and diversity. 27. Romaine. Language, culture, and identity across nations. 30. Meer, Pala, Modod, & Simon. Cultual diversity, Muslims, and education in France and England. 32. Bakar. Islamic religious education and Muslim religiosity in Singapore. 34. Luchtenberg. Migrant minority groups in Germany: Success and failure. 35. Odina. The Education of ethnic, racial, and cultural minority groups in Spain