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ERIC Number: EJ1002330
Record Type: Journal
Publication Date: 2012
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0890-6459
Creative, Professional, and Moral Wherewithal in the Schooling of Immigrant Students
Sanchez, Patricia
Teacher Education and Practice, v25 n4 p555-558 Fall 2012
The author is grateful that this journal has taken on the production of a special theme issue entitled "Immigration and Teacher Education: The Crisis and the Opportunity." In her estimation, the "crisis" is not so much that the United States may indeed continue to enroll more immigrant children and youth in its schooling system or that districts may begin to serve immigrant students from nations that have never graced the public institutions. Instead, the real "crisis" rests in the preparation of veteran and soon-to-be teachers. Do teacher educators and public school faculty have the creative, professional, and moral wherewithal to effectively serve immigrant populations (and in a dignified manner)? The author asks this because in her years of working with immigrant families and public schools or nonprofit organizations, there is never quite enough money or human resources to best serve the needs of all newly arrived or long-term immigrants. However, to best fulfill this responsibility, she feels there needs to be a shift in perspective in two key areas, as well as a change of practice in two additional spheres. And ironically, these shifts and changes need to occur not only in the K-12 setting but also in university preparation programs; misinformation and misguided practices exist in both places (but not with every individual nor in every instance, of course--there are many educators doing amazing work with immigrant students). The first perspective that needs a shift can be framed like this: "Preservice and in-service teachers and teacher educators need to see immigrant children as their children--and not solely the students of the bilingual or ESL teachers." The second perspective that she often interrogates in her courses with teacher candidates involves the following statement: "Immigrant students are here because the US has been there." These two perspectives are discussed in this article, as well as two changes in practice that could greatly improve outcomes for immigrant students: really knowing the students and advocating for them.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Mexico; Texas; United States