International Journal of Community Diversity
Volume 16, Issue 2, 2016, Pages 11-19

Bilingual educators and administrators as advocates: A teacher's guide to the DACA and immigration policy (Article)

Esparza-Young E. , Young M.L. , McDonald D. , Sarmiento-Arribalzaga M.A. , Duarte G.
  • a Adjunct Faculty, Teaching and Learning Program, Colorado State University, Global Campus, Greenwood Village, CO, United States
  • b Chief Public Defender, Bexar County Public Defender's Office, San Antonio, TX, United States
  • c Instructional Services Librarian, Texas A and M University-San Antonio, San Antonio, TX, United States
  • d Dual Language Teacher, LaVace Stewart Elementary School, Clear Creek ISD, Kemah, TX, United States
  • e Migrant and Seasonal Head Start Program, United Migrant Opportunities Services, Oshkosh, WI, United States

Abstract

This article examines the circumstances of immigrant children in school settings and provides a succinct guide and recommendations for bilingual educators and public school administrators who serve as advocates for these children in academic settings in the United States. The political implications of Deferred Action for Childhood Arrivals (DACA) coupled with the complicated immigration policies provide unclear courses of action to document the presence of immigrant children in schools and detention centers. This research article offers practical information for teachers, administrators, parents/guardians, and community advocates that they can use to safeguard children's legal and human rights while they are present and enrolled in public schools in the United States. © Common Ground Publishing.

Author Keywords

Immigration administrators Educators

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046652780&doi=10.18848%2f2327-0004%2fCGP%2fV16I02%2f11-19&partnerID=40&md5=acea9d44c65b6021d226d2f461a6800d
DOI: 10.18848/2327-0004/CGP/V16I02/11-19
ISSN: 23270004
Cited by: 1
Original Language: English