Immigrant Children in a Pol(ICE) State

Guided by the following questions: (1) What are the experiences of immigrant children attending schools in communities experiencing police brutality and anti-immigrant sentiments? (2) How do middle school children of immigrants visually represent their experiences with legal violence? and (3) What are children’s visions of freedom and community safety in this context?, this article highlights the understudied preadolescent children of immigrants through a 2-year study of a multidisciplinary theater class at a local elementary school in South Central Los Angeles. Data includes child interviews, class observations, artwork, and performance videos, from recently arrived Mexican and Central American children aged 10 to 13 years. Findings reveal how children come to understand policing, reinforcing concepts like “good cop/bad cop,” conflating local police and ICE (Immigration and Customs Enforcement) agents, but also imagining alternatives for community safety outside of police systems. This work contributes to the fields of immigration, abolitionist education, and ethnic studies, among others, offering new ways of supporting immigrant children through the use of arts-based tools.

Negotiating Christian Cultural Heritage

This article shows how Christmas in schools and public service media for children (PSM) involves negotiation and renewal of Christian cultural heritage. Across the studied cases from Norway and Denmark, we find that the institutions involved seek to realize community. However, community is approached differently in different settings. It is either understood restoratively as a process in which children, including immigrant children, become part of an existing societal community, or constructively as establishing an inclusive community across cultural and religious divides. A major finding is that activities associated with Christianity such as school services are framed in a language of ‘museumification’ and not as part of a living religious practice with the capacity to change and transform. Whereas Islam is positioned as a ‘religious other’, Christianity understood as culture facilitates creative heritage making, establishing community across religious divides. Contrary to political rhetoric, Christian cultural heritage in schools and PSM is by and large not dominated by a safeguarding nationalistic discourse. Rather, traditions and activities related to Christianity are negotiated and appropriated for the benefit of an inclusive community. A premise for making this succeed in schools and PSM is to negotiate Christian cultural heritage as culture, not as religion.

From Eastern European Rooted Immigrant Circle to the Mainstream of American Culture – an Alfred Kazin’s Transition

Tracing the process of immigrants’ transition, it appears that in the twentieth century children of Eastern European, mainly Jewish immigrants were trying to get rid of the European past of their parents as quickly as possible in order to take the full advantage of American culture. This attitude brought serious changes in family values, social ties, and religious traditions among immigrants’ children, which was vividly presented in Kazin’s works. Moving straight toward their American future often meant leaving the Old World heritage and language behind. Many of the immigrant children regarded this type of attitude as another logical step in their development. But although this incorporation into the mainstream of the American culture was fruitful, some of them experienced a deep sense of irreversible loss over their past.

Socio-emotional problems and learning skills of Roma and recently arrived refugee children in German elementary schools

Background: In Germany, many recently arrived and minority families live in multi-ethnic, high-poverty districts. Multiple risk factors threaten their children’s development.Aims: We examined the socio-emotional problems of these children in relation to their academic learning skills and executive functioning. Method: We compared teacher-rated socio-emotional problems of n = 112 Roma children (90% foreign-born), n = 101 refugee children (all foreign-born), and n = 56 German-born immigrant children (age in months: M= 99.66, SD= 13.61) between groups and to norm data. We related socio-emotional problems to receptive vocabulary, cognitive reasoning, motor skills, and executive functioning in n = 83 refugee and Roma children.Results: Roma children showed higher rates above cutoff than norm data in all subscales, more problems in all subscales but emotional symptoms than immigrant children, and more hyperactivity/inattention and peer problems than refugee children. Refugee children showed higher rates above cutoff than norm data in all subscales and more peer problems than immigrant children. Academic learning skills were overall below average among recently arrived children. Prosocial behavior was positively linked to fine motor skills. Other socio-emotional problems were not linked to academic learning skills and executive functioning. Gross and visuo-motor skills correlated positively with other academic learning skills. Limitations: We analyzed cross-sectional data. We did not include risk factors or non-immigrant German children.Conclusion: The heightened socio-emotional problems and low academic learning skills of refugee and particularly Roma children in high-poverty districts could jeopardize their educational trajectories. Additional support measures could increase their chances for educational participation.

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p><b>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives.</b></p> <p>The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism.</p> <p>A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p><b>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives.</b></p> <p>The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism.</p> <p>A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives. The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism. A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>