Rowman & Littlefield Publishers
Pages: 194
•
Trim: 6 x 9
978-1-4758-2111-6 • Hardback • September 2016 • $74.00 • (£57.00)
978-1-4758-2112-3 • Paperback • September 2016 • $38.00 • (£29.00)
978-1-4758-2113-0 • eBook • September 2016 • $36.00 • (£28.00)
Dr. Reyes L. Quezada is professor in the Department of Learning and Teaching in the School of Leadership and Education Sciences where his research focus is in bilingual education, equity, cultural proficiency, parent involvement, international education, inclusion and diversity. Born in San Juan de Los Lagos, Jalisco, Mexico, he immigrated to the U.S at the age of seven. His father was a migrant farmworker who participated in the U.S. Bracero program (U.S. Guest Worker).
Dr. Fernando Rodríguez-Valls is associate professor at California State University, Fullerton. He has created partnerships with school districts, local educational agencies and universities to develop and implement community-based [bi]literacy programs. Dr. Rodríguez-Valls’ work focuses on equitable instructional practices for second language learners and migrant students as well as on the socio-cultural factors affecting their academic achievement, educational continuity and school engagement.
Dr. Randall B. Lindsey is emeritus professor at California State University, Los Angeles. He has a practice centered on educational consulting and issues related to diversity. He has served as a teacher, administrator, and executive director of a non-profit corporation. He worked for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. He served as chair of the Division of Administration and Counseling and as director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. He has co-authored several books and articles on cultural proficiency.
Foreword: Roger Rossenthal
Acknowledgments
PART I: Tools to Support Use of this book
Chapter 1: The Context in Educating Children of Migrant Farmworkers
Chapter 2: The Tools of Cultural Proficiency for Educator Use
Chapter 3: Learning Communities + Culturally Proficient Leadership = Students from Migrant Families Being Well Served
Chapter 4: Educators’ Rubric for Inclusion and Support of Migrant Education Students, Families and Communities - Moving Beyond Rhetoric
PART II: Essential Elements
Chapter 5: Assessing Cultural Knowledge-From Self-Centered Learning to Socially Just Student- and Community-Asset LearningChapter 6: Valuing Diversity is Reflected in the Beliefs and Values You and Your School’s Hold and How You Share those Beliefs and Values with Your Community
Chapter 7: Managing the Dynamics of Difference to Make a Difference
Chapter 8: Adapting to the Diversity as a Team in the Schools and Communities We Serve
Chapter 9: Institutionalizing Cultural Knowledge—for You, Your School, and the Migrant Communities You Serve
PART III: Next Steps
Chapter 10: Professional Communities Learning Together to Improve Migrant Student’s Academic and Social Outcomes
Appendix: Resources in Support of Migrant Education
References
About the Authors
Index
Although often overlooked in schools and curricula, the children of farmworker families nonetheless bring rich cultural and linguistic strengths to their education. By describing how a culturally proficient framework can bridge the gap between migrant children and those entrusted with teaching them, Quezada, Rodriguez-Valls, and Lindsey make a compelling case that these children deserve an education that is culturally responsive, deeply engaging, and respectful of their particular sociocultural realities.
— Sonia Nieto, University of Massachusetts
Teaching and Supporting Migrant Children in Our Schools offers educators, policy makers, and community-based organizations an engaging learning opportunity aimed at maximizing effective educational and social services to migrant student and their families in our schools and communities. It provides a compelling case for the reader to assume a leadership role as a change agent to affirmatively address the low academic achievement of migrant students in the educational system specifically and the plight of migrant families generally. It offers a comprehensive and culturally sensitive approach to the academic preparation of migrant students and empowerment of migrant parents in the educational process….My deepest gratitude to the authors for further documenting the educational needs of migrant students and encouraging the leadership actions required needed to change the educational and social circumstance of migrant students and families.
— Rafael S. Hernandez, director, Early Academic Outreach Program, University of California, San Diego
I have had the pleasure of working in the Migrant Education Program for 46 years and can honestly say, this book is one of the best efforts in endeavoring to communicate how best to work with migrant students in the classroom. The research and suggested activities are realistic, doable, stimulating, and challenging.
— Joe I. Mendoza, director, Migrant Education Region 17; director, Special Populations Educational Support Department, Ventura County office of Education
We educators continue to strive to find ways to better serve the most at-risk students, who most of our migrant students tend to be. Part of that is due to their unique needs connected to their mobile lifestyle. Quezada, Rodriguez-Valls and Lindsey in this book provide an accurate and comprehensive view of the migrant students and their families. These educators show us the great respect and hope for a better future that they have for this population. That future can only be accomplished by educators who know well their students and themselves. This book provides the academic tools and rubrics that can be used by any educator who believes in education as the avenue toward a better future. This is a must-read for anyone who is working with migrant students and families, as well anyone who wants to explore a constructive academic approach to better serve the neediest children in our schools.
— Dr. Sandra Kofford, director, Migrant Education Region 6, Imperial County Office of Education
Quezada, Rodriguez-Valls, and Lindsey not only disclose the often-invisible population of migrant children in our schools but also stress the necessity that school system stakeholders must provide equitable educational opportunities for them in an inclusive environment. The authors are able to share how we, as educators, must first look within ourselves and offer in-text opportunities to deeply reflect on the “inside out approach” with journaling opportunities to analyze personal assumptions of migrant students. During this incredible shift in our nation’s demographics and accountability, this text provides direction through an intersection where we can engage migrant students and their families.
— Lori Piowlski, assistant professor, Dept. of Elementary and Early Childhood Education, Minnesota State University, Mankato
Quezada, Rodriguez and Lindsey have created an important resource for educators looking to understand and help our migrant students. As a former migrant student, I can appreciate the honesty and focus of this book, which will help all of our migrant students have greater success in their educational journey. This well-researched book provides coverage of a number of important issues and research not commonly considered in other textbooks.”
— Simoìn Silva, artist, author, speaker
Teaching and Supporting Migrant Children in Our Schools: A Culturally Proficient Approach will quickly become a pivotal work for both teacher candidates and experienced educators, inspiring readers to think deeply about current policies and practices in their schools of today. Such a formative work will inspire educators into an engaged conversation and openness to inclusive teaching practices—a critical conversation for all school communities in the 21st century!
— Janine F. Allen, associate provost of global engagement, Corban University
This book can replace many of the resources that for years I've had to pull together to meet my course's needs. Teaching and Supporting Migrant Children in Our Schools is a critically-important resource for ongoing learning towards transformative teaching, one that I will make sure my students don't leave their teacher preparation program without.
— Katherine Richardson Bruna, Director, ISU 4U Promise, Iowa State University, School of Education