IACHR Grants Precautionary Measure to Protect Separated Migrant Children in the United States

2019 ◽  
Keyword(s):  
United States ◽  
The United States ◽  
Migrant Children ◽  
Precautionary Measure

Resolution 1106 (2168/18) (OAS), Precautionary Measure No. 731–18, & Precautionary Measure No. 505-18 (IACHR)

2019 ◽  
Vol 58 (2) ◽  
pp. 371-398
Author(s):  
Berta Esperanza Hernández-Truyol
Keyword(s):  
United States ◽  
United States Of America ◽  
Migration Policy ◽  
The United States ◽  
Migrant Children ◽  
Precautionary Measure ◽  
Policy And Practice ◽  
White House ◽  
Executive Agencies ◽  
The U.S

In the spring of 2018, the White House and executive agencies issued a series of orders aimed at more aggressive enforcement against irregular entry of migrants at the southwest border. In analyzing the legal validity of the new U.S. immigration policy decisions, the Inter-American System questioned and strongly condemned the U.S. policy and practice of separating migrant families. On June 29, 2018, the Permanent Council of the Organization of American States (OAS) issued a resolution that rejected any migration policy that resulted in the separation of families. Specifically, it urged the U.S. government to implement measures to avoid the separation of families, to seek unification of children and parents already separated, and to promote the identification of migrants and refugee seekers in accordance with international law. After the issuance of the resolution, the Inter-American Commission on Human Rights (IACHR) granted Precautionary Measure No. 731–18, Regarding Migrant Children Affected by the “Zero Tolerance” Policy Regarding the United States of America (the children's measure), and Precautionary Measure No. 505–18, Concerning Vilma Aracely López Juc de Coc and Others Regarding the United States of America (the parents’ measure), both of which recognized that the rights to family life and personal integrity were at risk.

Teachers as First Responders

2021 ◽  
pp. 81-89
Author(s):  
Judith Gouwens
Keyword(s):  
United States ◽  
Sense Of Belonging ◽  
First Responders ◽  
The United States ◽  
Migrant Children ◽  
Toxic Stress ◽  
The Press ◽  
The World

While there is much in the press about refugee and migrant children’s movements around the world and their status in the countries where they ultimately (or even temporarily) settle, how these children experience schooling and education is critical in mitigating the effects of the trauma they experience in their home countries, in the process of leaving their home communities or countries, in traveling to their new communities and countries and getting settled in those new communities and countries. This paper presents the stories of three teachers who work with migrant children in the United States Midwest. Interviews with these teachers show that they actively work to mitigate the trauma the migrant children have experienced by creating classrooms that welcome the children and their families, help them to have a sense of belonging in their schools and communities, and help the children develop feelings of confidence and competence, critical to overcoming toxic stress.

scholarly journals Reflexiones de inclusión educativa: un estudio con familias de retorno

Tequio ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 57-62
Author(s):  
María de Jesús Pasallo Zepeda ◽  
Ana María Méndez Puga
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Economic Crisis ◽  
Gradual Increase ◽  
The United States ◽  
Migrant Children ◽  
Return Migrant ◽  
Mexican Families ◽  
Migratory Patterns ◽  
Immigrant Policies

The difficult economic situation that cross Mexican families, the consequences of anti-immigrant policies and the economic crisis in the United States have caused changes in migratory patterns. The gradual increase, during the last years of returnees, is linked to the increase of groups of people interested in the education of their children. This article seeks to create axes of analysis and reflection to promote the school inclusion of migrant children’s return, the same that are derived from the qualitative study, from the perspective of Ethnography in which they worked with fifteen return migrant children, ten parents and eighteen professors. The results show that returning children, across borders, are generating knowledge that enable them to join the here and there, but school is not aware of this, so that is intended to show some reflections generated by this dynamic.

Illegality and Children’s Power in Families

2019 ◽  
pp. 45-57
Author(s):  
Joanna Dreby
Keyword(s):  
United States ◽  
Birth Order ◽  
The United States ◽  
Migrant Children ◽  
Children And Youth ◽  
Host Countries ◽  
Parents And Children ◽  
Migrant Families ◽  
Mexican Migrant ◽  
The Impact

This chapter focuses on how regimes of illegality shape children’s power within families, specifically in their relationships with parents and siblings. It explores how unauthorized migration alters the experiences of three groups of children in Mexican migrant families: children in Mexico whose parents are unauthorized migrants in the United States; child migrants living in the United States, most often unauthorized like their parents; and children born in the United States to unauthorized parents. Drawing on interviews conducted with children in both Mexico and the United States, this chapter emphasizes the impact of gender, age and birth order on children’s experiences of power vis-à-vis their relationships with parents and other family members. A turn toward restrictive immigration policies has magnified the detrimental effects of enhanced enforcement and deportation regimes on families and especially on children and youth. U.S. immigration controls affect migrant and non-migrant children; both those whose parents migrate without them as well as those born to migrant parents in host countries. The specter of illegality within a family changes children’s roles and concrete responsibilities in their families as well as their feelings related to these changes.

School Integration of Migrant Children from the United States in a Border Context

2020 ◽  
Vol 58 (5) ◽  
pp. 220-234
Author(s):  
Eunice D. Vargas‐Valle ◽  
Rodrigo Aguilar‐Zepeda
Keyword(s):  
United States ◽  
The United States ◽  
Migrant Children ◽  
School Integration

Children Circulating between the U.S. and Mexico

2016 ◽  
Vol 32 (2) ◽  
pp. 226-251 ◽  
Author(s):  
Catalina Panait ◽  
Víctor Zúñiga
Keyword(s):  
United States ◽  
The United States ◽  
Migrant Children ◽  
Reading And Writing ◽  
School Year ◽  
Mexican Schools ◽  
Spanish Literacy ◽  
Depth Interviews ◽  
The U.S

This article provides insights into the linguistic transitions and ruptures of migrant children in Mexican schools. The analysis focuses on children’s practices and perceptions of their own difficulties when reading and writing in Spanish after spending months in schools in the United States. Using in-depth interviews and sociolinguistic analysis, the article presents the particular case of children who endure seasonal migratory circulation between Mexico and the United States, and examines the linguistic disruptions these children experience during their journey from English to Spanish literacy every school year. Este artículo presenta hallazgos en torno a las transiciones y rupturas lingüísticas de los niños migrantes en las escuelas mexicanas. El análisis se centra en las prácticas y percepciones de los niños acerca de sus propias dificultades al leer o escribir en español después de haber pasado periodos en las escuelas de Estados Unidos. Los datos que se presentan provienen de niños que participan año tras año de la migración circular de tipo estacional entre México y Estados Unidos. Mediante entrevistas a profundidad y análisis sociolingüísticos, se examinan las dislocaciones lingüísticas que estos niños experimentan mientras se están moviendo del inglés al español cada año escolar.

scholarly journals Educator Responses to Migrant Children in Mexican Schools

2016 ◽  
Vol 32 (2) ◽  
pp. 199-225 ◽  
Author(s):  
Juan Sánchez García ◽  
Edmund T. Hamann
Keyword(s):  
United States ◽  
Middle School ◽  
Mixed Method ◽  
The United States ◽  
Migrant Children ◽  
Mixed Method Study ◽  
Mexican Schools ◽  
Teacher Sensemaking ◽  
Elementary And Middle School ◽  
Insight Into

A decade-long, five-state, mixed-method study of students encountered in Mexican schools with previous experience in the United States suggests there may be 400,000 such students in educación básica alone (elementary and middle school). The focus here, however, are data from 68 educators asked how they have responded to such students and their families. We offer an emergent taxonomy of teacher sensemaking about these students and teachers’ responsibilities to respond. We then assert that because they are at the interface between a national institution (school) and transnational phenomena (migration), educators can provide key insight into how migration is shaped and negotiated. Un estudio de una década, en cinco estados, y que utiliza métodos mixtos con estudiantes que se encuentran en escuelas mexicanas con experiencias previas en los Estados Unidos sugiere que se pueden encontrar 400,000 estudiantes de este tipo tan sólo cursando la educación básica (primaria y secundaria). Sin embargo, el enfoque aquí son los datos de 68 educadores a quienes se les preguntó cómo responden a esta clase de estudiantes y a sus familias. Ofrecemos una taxonomía emergente sobre cómo es que los maestros dan sentido a las responsabilidades de tener que responder a este tipo de circunstancias, enfrentadas por estos estudiantes y sus maestros. Procedemos a afirmar que, a causa de que se encuentran en el punto de contacto entre una institución nacional (la escuela) y un fenómeno transnacional (la migración), los educadores pueden proveer información clave sobre cómo es que la migración se define y se negocia.

Dental Radiographs for Age Estimation in US Asylum Seekers: Methodological, Ethical, and Health Issues

2020 ◽  
Vol 110 (12) ◽  
pp. 1786-1789
Author(s):  
Farzana Kapadia ◽  
Jacqueline Stevens ◽  
Diana Silver
Keyword(s):  
United States ◽  
Age Estimation ◽  
Asylum Seekers ◽  
Third Molar ◽  
The United States ◽  
Migrant Children ◽  
Chronological Age ◽  
X Rays ◽  
Health Issues ◽  
Dental Radiographs

Unaccompanied migrant children seeking asylum status in the United States are often forced to undergo dental radiographs, or x-rays, to verify that they are younger than 18 years. The application of third molar dental radiographs is methodologically flawed and should not be employed as a determinant of chronological age. Furthermore, the use of such tests without obtaining informed consent from either the youth or an objective advocate is unethical. Finally, the legal and health consequences of these inappropriately applied tests are severe and jeopardize the safety and security of these vulnerable minors.

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