Helping Immigrants Gain Citizenship and Financial Education
http://www.knightfoundation.org/
$1.85 million dollar grant to:
CET (Center for Employment Training)www.cetweb.org
Asian Law Alliance www.asianlawalliance.org/
Catholic Charities (San Jose?) www.catholiccharitiesscc.org/
Sacred Heart Community Services www.shcstheheart.org/nflash.html
Services, Immigrant Rights and Education Network(SIREN)www.siren-bayarea.org/
ida@oppourtunityfund.org
(408) 516-4699
SJ Mercury Article 'Ready to be an American'
Author Jessie Mangaliman
Saturday Feb 14, 2009
The Valley Section, Page 1B
Saturday, February 28, 2009
Asian Law Alliance
http://www.asianlawalliance.org
Legal Services for the Asian Community
In 1975, several of the founding members of the ALA began to investigate the possibility of starting a community law office similar to the Asian Law Caucus which had been founded in Oakland in 1972. Our main challenge was convincing people that there was a significant Asian/Pacific Islander community in need of legal services.
Legal Services for the Asian Community
In 1975, several of the founding members of the ALA began to investigate the possibility of starting a community law office similar to the Asian Law Caucus which had been founded in Oakland in 1972. Our main challenge was convincing people that there was a significant Asian/Pacific Islander community in need of legal services.
Tuesday, February 17, 2009
A Final Reflective Synthesis
Next Steps in
Education for Global Citizenship
for Adult ESL Educators
A Final Reflective Synthesis
Presented to
Dr. William J. Reckmeyer & Dr. Jochen Fried
In Partial Fulfillment
of the Requirements for
ANTH 187, San Jose State University
San Jose, CA
by Lisa Braley
Completed 12/12/07. Posted 02/17/09.
“If you want to feel, learn how to act.”
A new take on a quote from Heinz, original quote noted by Dr. Reckmeyer.
General Thoughts About Taking This Class
For me, Global Citizenship is not only for those interested in the world, but it is also an improved space that new immigrants could be occupying. I believe that this class on Global Citizenship was exactly the right class for me to take in the final semester of the Masters in TESOL (Teaching English to Speakers of Other Languages) program.
Now that I have completed this Global Citizenship Class, the TESOL classes, and passed the comprehensive exams, I feel I am ready to put the act in action. Initially, this class prompted me to pursue answers to big questions in my mind about immigration. Though my education is not complete, I have also learned about responsible informed action, and the importance of taking ideas out into the public space. I have also gained confidence and improved my ability to communicate ideas.
Before taking this class, the idea of Global Citizenship had already started to take root in my mind. However, the ideas were broad and vague. I didn’t know what it was or how it could fit with what I do. Yet now I believe in this concept of Global Citizenship and that it is a match for what I do. It is really about learning and engaging those around us to commit to a new perspective.
Class Output
Being a part of an experimental class didn’t always feel comfortable. So the make-up of the class was an important part of its success. I learned about a diverse set of issues from involved, talented, remarkable people/students who are still eager to be so much more. The students’ willingness to share their opinions and creative ideas inspired me. I can see each of them leading in their chosen fields and directions. This class helps build, and build onto the qualities necessary for Global Citizenship.
The learning groups, even our Misc. Issues group, were important and established some sense of camaraderie in the class. I wish we could have spent a little more time in the groups, not too much more, but more than the few begrudging minutes given at the end of the class. We could’ve given our 1 or 5 minute speeches to our groups first. We could have had the opportunity to discuss the Salzburg dialogue questions with them first. But I got a lot out of our brief interactions.
The idea of interacting with the students in Salzburg was interesting, but I was skeptical about it at first. My life hasn’t been conducive to email chats since I started graduate school. But for me this activity was somewhat satisfying, even if there weren’t brilliant and cathartic exchanges. Quite simply, I liked seeing and hearing what people had to say even at that superficial level. Lots of ideas were given to improve the dialogues at the last class, but I don’t think they were a waste of time. I just forgot about them for a bit while I was preparing, doing, and recovering from my comprehensive exams.
Regarding the readings, they were good but quite general and not totally relevant to my topic. The guest talks on campus were very high level and theoretical. I wanted more practical ideas about what I should do as a student on this campus. I think students wanted this as well. The talks were good, but still removed and talking about complex ideas that students know they can’t fix easily. Just a simple talk on Global Citizenship would have been great. I also feel that our class could have had a time slot during that week and had more students attend. Students would have gotten a lot from the presentations in our class. The video, Mindwalk, was an important foundation for me to understand the big ideas.
The class bibliography info collection was a good idea but I felt we should have had to collect and put it online and have some sort of analysis next to that source. It should be a living document. Maybe each student should be responsible for adding 5 good sources to their topic heading. It lost steam at the end. I worry that the website address alone doesn’t indicate the bias.
The presentations were important to me and mine evolved from 30 slides to 7 slides. I first gave it to members of the Linguistics and Language Development (LLD) Department at LINGFEST, the first ever conference for the LLD department. Professors and students were present. They gave me 20-30 minutes. I had a positive response. But when asked if I had incorporated the ideas into my teaching yet, I had to be truthful and say not yet. Luckily I did most of my research and put together the 30 slides by 11/9/07. So I had already gotten most of it out of my system and was ready to cut it back for our final presentations. I was happy with my performance. But I am not sure yet how to tailor the message much shorter, or improve the focus.
Most people, including teachers, will first need to have an understanding of the very definition of Global Citizenship, concepts and examples, before I can present specific ideas for their education and classroom practice. Other teachers will want an even more developed lesson plan and still more practical advice on how to incorporate the ideas.
My final paper is somewhat less formal than I planned and my citations are not very precise compared to previous work I’ve done in other [graduate] classes. Even though I did a lot of research, I didn’t put the effort into the bibliography section because I chose to try to read and internalize what I was learning, rather than precisely document the idea sources. Also, at the first 1 minute presentation I was told I needed to bring my passion or personal stake into the report rather than just complete an intellectual exercise with academic lingo. So I did.
My learning path is shown in the chart I included in the Appendix on Key Terms and Concepts in Immigration. This is how I learn, by organizing and categorizing and putting information into some kind of chart. These acts activate my long term memory and I am able to access and remember what I’ve read much better. (Not posted here!)
This final paper is important because I must reflect on strengths and weaknesses and make a plan for going forward or to guide others. Again by preparing a document like this, the ideas solidify and the themes recur in my life long after the paper has been graded. The synthesis could be shorter I think for most students, or maybe it’s better make them do journal entries along the way. I wanted to do something like this so I feel I have a lot to say, but I think it might be difficult for others to come up with 5 or 6 pages here at the end, 3-4 seems more realistic.
I really feel strongly that the whole class needs a greater output at the end. There needs to be a website that can be a resource for future students. There needs to be more visibility and interaction with the student body. Also, different “visiting” professors (political science, sociology, economics, business) each semester could help increase the campus cross-fertilization necessary to push the ideas out for general consumption. Inviting a class from another university could also considerably up the ante.
The Theme of Education
The increase in immigration numbers may be a forcing function for changes in educational institutions overall. Not doing anything to better serve and integrate the increasing numbers seems like an insanity trap. But I must “lead out” and try to make a difference with the audience that I work with. Waiting for a total overhaul of the American education system to occur would be a mistake. I must do what I can for my students, now. Also I think most teachers and especially ESL teachers are actually very removed from immigration issues except as they relate to education. I still don’t feel educated enough on the matter.
I must remember that although Adult ESL is one of the few areas that has some consistency of message and assistance for integrating immigrants, this audience is self selecting. Only people who have the time, like school, and actively want to learn the language will attend. ESL and Adult Education are considered to be a limited aspect of the education system, but for how long? As well, due to the limited English level proficiency (LEP) of the students, Global Citizenship concepts probably won’t be that significant for students until they are at the intermediate to advanced levels of the language. The University level has a lot more need to change its current status of education and work toward curriculum internationalization.
In providing ideas for educators, I wanted to be very specific yet I wanted to give a lot of ideas so that maybe they would be able to find one or two small things to focus on or do to begin with. Hopefully there is enough direction for any teacher to be able to take one idea from my paper.
Future Ideas
Global citizens are evangelists because somehow it is embedded and inherent in the definition. We act and inform. So I hope to turn this into something more. I do have a blog spot but it is not really a place for action yet.
http://educationforglobalcitizenship.blogspot.com/.
Maybe it should be esleducationforglobalcitizenship? My general call to action will be for teachers to learn about Global Citizenship and try to begin incorporating the elements into their current practices. I also believe I will look for more opportunity to do public speaking and get feedback from the audiences. I think there will be future-oriented opportunities to speak to external audiences.
Potential new opportunities:
1. Community Action Committee (Fremont)
2. Adult School Teachers (Fremont)
3. Adult School Students (Fremont)
4. SJSU LLD/TESOL Dept. (Completed 11/09/07)
5. Conferences (CATESOL) Local and State level
In everything I’ve done the missing piece is the community itself. I need to know about the community. The community accepting immigrants must be willing to change, too. Successful integration can make a community stronger. Ideally communities should remember the ‘Welcome Wagon’ concept and send more official emissaries or information to newcomers. I really need to investigate even more the community resources available for arriving immigrants. And learn the processes for coming here and getting citizenship.
Research is needed. I also need to formally and informally survey my class. Survey other classes and share data. Some rough class survey ideas and sample questions ideas:
1. Ideas of Citizenship/Connectedness
• Do you think Americans are Global Citizens? Why or why not?
• In what way are you a Global Citizen?
• What does Global Citizenship mean?
• Do you think something you do in Fremont will have an affect in china or the other side of the world?
• Do they feel more or less connected to the world now that they have moved to the U.S.?
2. Financial connection
• Have you given gifts or contributed money to the economy of your home country?
• How much money do you spend or bring you your home country when you visit?
• Do you have investments in your home country?
3. Return migration of ideas
• What things would you do differently in your country?
• Returning to your country how would you be changed
• What have you learned here?
• What have you r learned that you would like to bring back to your country
• What do you know now that you wish you knew before?
A survey of EL CIVICs curriculum and ESL textbooks should be done to see how well these Global Citizenship ideas are being incorporated. Textbooks are beginning to include more of these ideas, but how much more is needed? More lessons should be developed with content and questions geared toward gaining more specific skills in developing Global Citizenship leadership skills. Also specific country examples are necessary. Workshops could be developed for teachers to gain these skills first.
Final Note
The very process of applying for the opportunity to come to the United States creates an emotional investment on the part of the immigrant. But once they arrive and try to establish themselves, they may find the battle is only halfway won. The students in my classes have so much to contribute to society. There are ways to help them go further inside their new community.
I think Education for Global Citizenship holds promise for educators looking to better provide that community link for their students. I feel more connected than ever, and I feel my mission is more important than ever. I believe that I make a difference at my job every day, especially by working toward Global Citizenship myself.
Finally, I feel that by changing from a job in marketing to a career calling in TESOL was worth it, and I have the tools I need to teach and have a personal stake in the outcome through my actions. I hope the lessons we share in my class do travel the globe. In my work this semester I have accomplished what I wanted. I wanted to understand Education for Global Citizenship and learn how I can include attitudes, concepts and ideas into my everyday practical teaching. I wanted to help prepare my students to acclimate to their new scenario and meet the challenges of globalizing forces in the 21st century. I can now move forward with a new purpose. Having closed one door, maybe I am ready to build a new direction for myself
Education for Global Citizenship
for Adult ESL Educators
A Final Reflective Synthesis
Presented to
Dr. William J. Reckmeyer & Dr. Jochen Fried
In Partial Fulfillment
of the Requirements for
ANTH 187, San Jose State University
San Jose, CA
by Lisa Braley
Completed 12/12/07. Posted 02/17/09.
“If you want to feel, learn how to act.”
A new take on a quote from Heinz, original quote noted by Dr. Reckmeyer.
General Thoughts About Taking This Class
For me, Global Citizenship is not only for those interested in the world, but it is also an improved space that new immigrants could be occupying. I believe that this class on Global Citizenship was exactly the right class for me to take in the final semester of the Masters in TESOL (Teaching English to Speakers of Other Languages) program.
Now that I have completed this Global Citizenship Class, the TESOL classes, and passed the comprehensive exams, I feel I am ready to put the act in action. Initially, this class prompted me to pursue answers to big questions in my mind about immigration. Though my education is not complete, I have also learned about responsible informed action, and the importance of taking ideas out into the public space. I have also gained confidence and improved my ability to communicate ideas.
Before taking this class, the idea of Global Citizenship had already started to take root in my mind. However, the ideas were broad and vague. I didn’t know what it was or how it could fit with what I do. Yet now I believe in this concept of Global Citizenship and that it is a match for what I do. It is really about learning and engaging those around us to commit to a new perspective.
Class Output
Being a part of an experimental class didn’t always feel comfortable. So the make-up of the class was an important part of its success. I learned about a diverse set of issues from involved, talented, remarkable people/students who are still eager to be so much more. The students’ willingness to share their opinions and creative ideas inspired me. I can see each of them leading in their chosen fields and directions. This class helps build, and build onto the qualities necessary for Global Citizenship.
The learning groups, even our Misc. Issues group, were important and established some sense of camaraderie in the class. I wish we could have spent a little more time in the groups, not too much more, but more than the few begrudging minutes given at the end of the class. We could’ve given our 1 or 5 minute speeches to our groups first. We could have had the opportunity to discuss the Salzburg dialogue questions with them first. But I got a lot out of our brief interactions.
The idea of interacting with the students in Salzburg was interesting, but I was skeptical about it at first. My life hasn’t been conducive to email chats since I started graduate school. But for me this activity was somewhat satisfying, even if there weren’t brilliant and cathartic exchanges. Quite simply, I liked seeing and hearing what people had to say even at that superficial level. Lots of ideas were given to improve the dialogues at the last class, but I don’t think they were a waste of time. I just forgot about them for a bit while I was preparing, doing, and recovering from my comprehensive exams.
Regarding the readings, they were good but quite general and not totally relevant to my topic. The guest talks on campus were very high level and theoretical. I wanted more practical ideas about what I should do as a student on this campus. I think students wanted this as well. The talks were good, but still removed and talking about complex ideas that students know they can’t fix easily. Just a simple talk on Global Citizenship would have been great. I also feel that our class could have had a time slot during that week and had more students attend. Students would have gotten a lot from the presentations in our class. The video, Mindwalk, was an important foundation for me to understand the big ideas.
The class bibliography info collection was a good idea but I felt we should have had to collect and put it online and have some sort of analysis next to that source. It should be a living document. Maybe each student should be responsible for adding 5 good sources to their topic heading. It lost steam at the end. I worry that the website address alone doesn’t indicate the bias.
The presentations were important to me and mine evolved from 30 slides to 7 slides. I first gave it to members of the Linguistics and Language Development (LLD) Department at LINGFEST, the first ever conference for the LLD department. Professors and students were present. They gave me 20-30 minutes. I had a positive response. But when asked if I had incorporated the ideas into my teaching yet, I had to be truthful and say not yet. Luckily I did most of my research and put together the 30 slides by 11/9/07. So I had already gotten most of it out of my system and was ready to cut it back for our final presentations. I was happy with my performance. But I am not sure yet how to tailor the message much shorter, or improve the focus.
Most people, including teachers, will first need to have an understanding of the very definition of Global Citizenship, concepts and examples, before I can present specific ideas for their education and classroom practice. Other teachers will want an even more developed lesson plan and still more practical advice on how to incorporate the ideas.
My final paper is somewhat less formal than I planned and my citations are not very precise compared to previous work I’ve done in other [graduate] classes. Even though I did a lot of research, I didn’t put the effort into the bibliography section because I chose to try to read and internalize what I was learning, rather than precisely document the idea sources. Also, at the first 1 minute presentation I was told I needed to bring my passion or personal stake into the report rather than just complete an intellectual exercise with academic lingo. So I did.
My learning path is shown in the chart I included in the Appendix on Key Terms and Concepts in Immigration. This is how I learn, by organizing and categorizing and putting information into some kind of chart. These acts activate my long term memory and I am able to access and remember what I’ve read much better. (Not posted here!)
This final paper is important because I must reflect on strengths and weaknesses and make a plan for going forward or to guide others. Again by preparing a document like this, the ideas solidify and the themes recur in my life long after the paper has been graded. The synthesis could be shorter I think for most students, or maybe it’s better make them do journal entries along the way. I wanted to do something like this so I feel I have a lot to say, but I think it might be difficult for others to come up with 5 or 6 pages here at the end, 3-4 seems more realistic.
I really feel strongly that the whole class needs a greater output at the end. There needs to be a website that can be a resource for future students. There needs to be more visibility and interaction with the student body. Also, different “visiting” professors (political science, sociology, economics, business) each semester could help increase the campus cross-fertilization necessary to push the ideas out for general consumption. Inviting a class from another university could also considerably up the ante.
The Theme of Education
The increase in immigration numbers may be a forcing function for changes in educational institutions overall. Not doing anything to better serve and integrate the increasing numbers seems like an insanity trap. But I must “lead out” and try to make a difference with the audience that I work with. Waiting for a total overhaul of the American education system to occur would be a mistake. I must do what I can for my students, now. Also I think most teachers and especially ESL teachers are actually very removed from immigration issues except as they relate to education. I still don’t feel educated enough on the matter.
I must remember that although Adult ESL is one of the few areas that has some consistency of message and assistance for integrating immigrants, this audience is self selecting. Only people who have the time, like school, and actively want to learn the language will attend. ESL and Adult Education are considered to be a limited aspect of the education system, but for how long? As well, due to the limited English level proficiency (LEP) of the students, Global Citizenship concepts probably won’t be that significant for students until they are at the intermediate to advanced levels of the language. The University level has a lot more need to change its current status of education and work toward curriculum internationalization.
In providing ideas for educators, I wanted to be very specific yet I wanted to give a lot of ideas so that maybe they would be able to find one or two small things to focus on or do to begin with. Hopefully there is enough direction for any teacher to be able to take one idea from my paper.
Future Ideas
Global citizens are evangelists because somehow it is embedded and inherent in the definition. We act and inform. So I hope to turn this into something more. I do have a blog spot but it is not really a place for action yet.
http://educationforglobalcitizenship.blogspot.com/.
Maybe it should be esleducationforglobalcitizenship? My general call to action will be for teachers to learn about Global Citizenship and try to begin incorporating the elements into their current practices. I also believe I will look for more opportunity to do public speaking and get feedback from the audiences. I think there will be future-oriented opportunities to speak to external audiences.
Potential new opportunities:
1. Community Action Committee (Fremont)
2. Adult School Teachers (Fremont)
3. Adult School Students (Fremont)
4. SJSU LLD/TESOL Dept. (Completed 11/09/07)
5. Conferences (CATESOL) Local and State level
In everything I’ve done the missing piece is the community itself. I need to know about the community. The community accepting immigrants must be willing to change, too. Successful integration can make a community stronger. Ideally communities should remember the ‘Welcome Wagon’ concept and send more official emissaries or information to newcomers. I really need to investigate even more the community resources available for arriving immigrants. And learn the processes for coming here and getting citizenship.
Research is needed. I also need to formally and informally survey my class. Survey other classes and share data. Some rough class survey ideas and sample questions ideas:
1. Ideas of Citizenship/Connectedness
• Do you think Americans are Global Citizens? Why or why not?
• In what way are you a Global Citizen?
• What does Global Citizenship mean?
• Do you think something you do in Fremont will have an affect in china or the other side of the world?
• Do they feel more or less connected to the world now that they have moved to the U.S.?
2. Financial connection
• Have you given gifts or contributed money to the economy of your home country?
• How much money do you spend or bring you your home country when you visit?
• Do you have investments in your home country?
3. Return migration of ideas
• What things would you do differently in your country?
• Returning to your country how would you be changed
• What have you learned here?
• What have you r learned that you would like to bring back to your country
• What do you know now that you wish you knew before?
A survey of EL CIVICs curriculum and ESL textbooks should be done to see how well these Global Citizenship ideas are being incorporated. Textbooks are beginning to include more of these ideas, but how much more is needed? More lessons should be developed with content and questions geared toward gaining more specific skills in developing Global Citizenship leadership skills. Also specific country examples are necessary. Workshops could be developed for teachers to gain these skills first.
Final Note
The very process of applying for the opportunity to come to the United States creates an emotional investment on the part of the immigrant. But once they arrive and try to establish themselves, they may find the battle is only halfway won. The students in my classes have so much to contribute to society. There are ways to help them go further inside their new community.
I think Education for Global Citizenship holds promise for educators looking to better provide that community link for their students. I feel more connected than ever, and I feel my mission is more important than ever. I believe that I make a difference at my job every day, especially by working toward Global Citizenship myself.
Finally, I feel that by changing from a job in marketing to a career calling in TESOL was worth it, and I have the tools I need to teach and have a personal stake in the outcome through my actions. I hope the lessons we share in my class do travel the globe. In my work this semester I have accomplished what I wanted. I wanted to understand Education for Global Citizenship and learn how I can include attitudes, concepts and ideas into my everyday practical teaching. I wanted to help prepare my students to acclimate to their new scenario and meet the challenges of globalizing forces in the 21st century. I can now move forward with a new purpose. Having closed one door, maybe I am ready to build a new direction for myself
Bibliography and Resources
Adams, MJ. & Carfagna, A. (2006). Coming of Age in a Globalized World. Kumarian Press, Inc.
Clark, W. A. V. (2002). A comparative perspective on large-scale migration and social exclusion in U.S. entry point cities. In M. Cross. & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 133-150). Great Britain, Palgrave.
Harklau, L., Losey, K. M. & Siegal, M. (Eds.). (1999) Generation 1.5* meets college composition: Issues in the Teaching of Writing to US Educated Learners of ESL. Mahwah, New Jersey: Lawrence Erlbaum Associates.
http://globalmarshallplan.org/index_eng.html
http://portal.unesco.org/shs/en/ev.php-URL_ID=8731&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://www.ci.fremont.ca.us/default.htm
http://www.earth-policy.org/Books/PB2/index.htm
http://www.gcim.org/en/a_mandate.html
http://www.migrationpolicy.org/
http://www.oxfam.org.uk/ education/teachersupport/cpd/controversial/
http://www.oxfam.org.uk/education/gc/
http://www.peacecorps.gov/wws/
Kloosterman, R. (Ed). (2000). Immigrant entrepreneurship and the institutional context: A theoretical exploration. In Rath, J. (Ed), Immigrant businesses: The economic, political and social environment, (pp. 90-106). Great Britain: MacMillan Press K.T.D.
Light, I., Kim, R., & Hum, C. (2002). Globalization effects on employment in Southern California, 1970—1990. In M. Cross & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 151-167). Great Britain: Palgrave.
Putnam, R. D. (1995). Bowling Alone: America's Declining Social Capital
Rath, J. (Ed). (2000). Immigrant Businesses: The Economic, Political and Social Environment. Great Britain: MacMillan Press KTD.
Reitz, J. G. (2002). Terms of entry: social institutions and immigrant earnings in American, Canadian and Australian cities. In M. Cross. & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 50-79). Great Britain: Palgrave.
Securing the Future: U.S. Immigrant Integration Policy, A Reader. Migration Policy Institute. Edited by Michael Fix
Stalker, P. The No-nonsense guide to international migration
Taylor, Howard E. (1997). Practical Suggestions for Teaching Global Education. ERIC Digest. Retrieved on 12/13/07 from http://www.ericdigests.org/1997-1/global.html
Tumlin, K. C. & Zimmermann, W. (2003). Immigrants and TANF: A Look at Immigrant Welfare Recipients in Three Cities. Retrieve on 12/13/07 from http://urbaninstitute.org
And many more.
Over 100 web sites were reviewed in pursuit of ideas and learning.
Clark, W. A. V. (2002). A comparative perspective on large-scale migration and social exclusion in U.S. entry point cities. In M. Cross. & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 133-150). Great Britain, Palgrave.
Harklau, L., Losey, K. M. & Siegal, M. (Eds.). (1999) Generation 1.5* meets college composition: Issues in the Teaching of Writing to US Educated Learners of ESL. Mahwah, New Jersey: Lawrence Erlbaum Associates.
http://globalmarshallplan.org/index_eng.html
http://portal.unesco.org/shs/en/ev.php-URL_ID=8731&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://www.ci.fremont.ca.us/default.htm
http://www.earth-policy.org/Books/PB2/index.htm
http://www.gcim.org/en/a_mandate.html
http://www.migrationpolicy.org/
http://www.oxfam.org.uk/ education/teachersupport/cpd/controversial/
http://www.oxfam.org.uk/education/gc/
http://www.peacecorps.gov/wws/
Kloosterman, R. (Ed). (2000). Immigrant entrepreneurship and the institutional context: A theoretical exploration. In Rath, J. (Ed), Immigrant businesses: The economic, political and social environment, (pp. 90-106). Great Britain: MacMillan Press K.T.D.
Light, I., Kim, R., & Hum, C. (2002). Globalization effects on employment in Southern California, 1970—1990. In M. Cross & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 151-167). Great Britain: Palgrave.
Putnam, R. D. (1995). Bowling Alone: America's Declining Social Capital
Rath, J. (Ed). (2000). Immigrant Businesses: The Economic, Political and Social Environment. Great Britain: MacMillan Press KTD.
Reitz, J. G. (2002). Terms of entry: social institutions and immigrant earnings in American, Canadian and Australian cities. In M. Cross. & R. Moore (Eds.), Globalization and the new city: migrants, minorities and urban transformations in comparative perspective (pp. 50-79). Great Britain: Palgrave.
Securing the Future: U.S. Immigrant Integration Policy, A Reader. Migration Policy Institute. Edited by Michael Fix
Stalker, P. The No-nonsense guide to international migration
Taylor, Howard E. (1997). Practical Suggestions for Teaching Global Education. ERIC Digest. Retrieved on 12/13/07 from http://www.ericdigests.org/1997-1/global.html
Tumlin, K. C. & Zimmermann, W. (2003). Immigrants and TANF: A Look at Immigrant Welfare Recipients in Three Cities. Retrieve on 12/13/07 from http://urbaninstitute.org
And many more.
Over 100 web sites were reviewed in pursuit of ideas and learning.
Part VII: Topics and Model Lesson
“Immigrants are a living bridge
between nations and cultures
and to other global citizens
around the world.”
E.H. Braley.
Ultimately my dream is that immigrants are mined and appreciated for what they bring to our country and that they are valued. But whether their stay in the US is permanent or temporary, their education should prepare them to meet the needs of the new global work world. Learning should show how they are connected to other ideas and communities (Local, glocal and/or global) and visibly show how they can affect positive change in the world. Finally I offer a simple lesson format that could be adapted to any one of the topics below or a new me.
Consider Important Topics
Topics should have a local and global angle or impact.
• Immigration Issues
1. Immigrants Rights
2. Protests
a. Walks and sit ins
b. Letter writing campaigns
3. Hate Crimes
• The environment
1. city recycling
2. light bulbs
3. oil recycling (www.thefamilycar.org)
4. weatherproofing your home
5. composting
• Community Leadership
1. How to start a community garden
• Volunteerism
1. not for profit companies
2. schools
3. religious organizations
4. music/the arts
Other Examples: Newspaper article examples for discussion
• (Made in China). The human cost of doing business. Their lungs shut down, they lose fingers, limbs, all so Americans are guaranteed an unfettered flow of cut-rate merchandise. (Mercury News, Sunday business. 10/28/2007)
• Aging is no fun and it’s harder for immigrants. Fremont volunteers showing them how to access the system. (S.F. Chronicle, 9/20/2007)
• Bank apologizes after denying account to Moroccan woman, citing terror risk. (Mercury News, 10/29/07)
• Bloggers in Burma tell world what’s happening. (S.F. Chronicle, World, 9/28/2007)
• Hair and mushrooms create a recipe for cleaning up oily beaches. (SF Chronicle, November 14, 2007)
• Hmong revive their written language on the Internet. (SF Chronicle 5/14/2006)
• Indian American is elected GOP governor of Louisiana. (S.F. Chronicle, Section A, Politics 10/21/07)
• Scattered Hmong revive their written language on the Internet. (SF Chronicle 5/14/2006)
• Treacherous Catch. Choosing between the health of Stockton’s Cambodian families and the survival of their subsistence culture. (San Francisco Chronicle Magazine, 10/26/07)
• Two Afghan Women Reach Across World to Help Kids. Cal State East Bay Students heed calling to found 2 schools in troubled homeland. (S.F. Chronicle, Datebook, 10/20/2007)
• Women join police force in Ar-Ramadi, Iraq for 1st time. (Mercury News, Section A, 10/28/07)
----------------------------------------
Model Lesson for a Current Event
Level: High Intermediate ESL to University level
Newspaper article title: “Tourists boycotting Burma.”
1. Show the interconnectedness of the world, blogs, online communities
a. How communities merge to help other communities, beyond borders
2. Discuss a variety of viewpoints
a. Read blogs about local concerns
3. Ask students to discuss what the options are for the Burmese citizens and what choices they have.
a. Investigate how this boycott could affect people inside and outside of Burma/Myanmar.
b. How does it affect the triple bottom line of the globe?
c. Could it affect you personally? What choices would you make?
4. New questions to integrate:
a. What did you learn from this subject that could work in other countries? Would something like this in your home country? Why or why not?
b. What other points of view are there? Can you see how different solutions to this situation could harm people inside and outside the country?
c. What solutions are sustainable? How does it effect the environment, economy, population over time? What are the trade-offs?
d. Can any of the negative behaviors be changed? What could someone (or you) personally do to change the outcome?
e. What ideas are connected to this idea?
f. What related ideas would you like to bring from your country to this country? Or from this country to your home country?
5. Write an individual or class letter [of support for] or to non-violent protester Aung San Suu Kyi. Discuss other human rights activists in other countries or for other issues. Discuss mild and extreme forms of protest.
between nations and cultures
and to other global citizens
around the world.”
E.H. Braley.
Ultimately my dream is that immigrants are mined and appreciated for what they bring to our country and that they are valued. But whether their stay in the US is permanent or temporary, their education should prepare them to meet the needs of the new global work world. Learning should show how they are connected to other ideas and communities (Local, glocal and/or global) and visibly show how they can affect positive change in the world. Finally I offer a simple lesson format that could be adapted to any one of the topics below or a new me.
Consider Important Topics
Topics should have a local and global angle or impact.
• Immigration Issues
1. Immigrants Rights
2. Protests
a. Walks and sit ins
b. Letter writing campaigns
3. Hate Crimes
• The environment
1. city recycling
2. light bulbs
3. oil recycling (www.thefamilycar.org)
4. weatherproofing your home
5. composting
• Community Leadership
1. How to start a community garden
• Volunteerism
1. not for profit companies
2. schools
3. religious organizations
4. music/the arts
Other Examples: Newspaper article examples for discussion
• (Made in China). The human cost of doing business. Their lungs shut down, they lose fingers, limbs, all so Americans are guaranteed an unfettered flow of cut-rate merchandise. (Mercury News, Sunday business. 10/28/2007)
• Aging is no fun and it’s harder for immigrants. Fremont volunteers showing them how to access the system. (S.F. Chronicle, 9/20/2007)
• Bank apologizes after denying account to Moroccan woman, citing terror risk. (Mercury News, 10/29/07)
• Bloggers in Burma tell world what’s happening. (S.F. Chronicle, World, 9/28/2007)
• Hair and mushrooms create a recipe for cleaning up oily beaches. (SF Chronicle, November 14, 2007)
• Hmong revive their written language on the Internet. (SF Chronicle 5/14/2006)
• Indian American is elected GOP governor of Louisiana. (S.F. Chronicle, Section A, Politics 10/21/07)
• Scattered Hmong revive their written language on the Internet. (SF Chronicle 5/14/2006)
• Treacherous Catch. Choosing between the health of Stockton’s Cambodian families and the survival of their subsistence culture. (San Francisco Chronicle Magazine, 10/26/07)
• Two Afghan Women Reach Across World to Help Kids. Cal State East Bay Students heed calling to found 2 schools in troubled homeland. (S.F. Chronicle, Datebook, 10/20/2007)
• Women join police force in Ar-Ramadi, Iraq for 1st time. (Mercury News, Section A, 10/28/07)
----------------------------------------
Model Lesson for a Current Event
Level: High Intermediate ESL to University level
Newspaper article title: “Tourists boycotting Burma.”
1. Show the interconnectedness of the world, blogs, online communities
a. How communities merge to help other communities, beyond borders
2. Discuss a variety of viewpoints
a. Read blogs about local concerns
3. Ask students to discuss what the options are for the Burmese citizens and what choices they have.
a. Investigate how this boycott could affect people inside and outside of Burma/Myanmar.
b. How does it affect the triple bottom line of the globe?
c. Could it affect you personally? What choices would you make?
4. New questions to integrate:
a. What did you learn from this subject that could work in other countries? Would something like this in your home country? Why or why not?
b. What other points of view are there? Can you see how different solutions to this situation could harm people inside and outside the country?
c. What solutions are sustainable? How does it effect the environment, economy, population over time? What are the trade-offs?
d. Can any of the negative behaviors be changed? What could someone (or you) personally do to change the outcome?
e. What ideas are connected to this idea?
f. What related ideas would you like to bring from your country to this country? Or from this country to your home country?
5. Write an individual or class letter [of support for] or to non-violent protester Aung San Suu Kyi. Discuss other human rights activists in other countries or for other issues. Discuss mild and extreme forms of protest.
Part VI: Add a Component of Personal Responsibility, Action and/or Communication
“Most peoples preferred learning method
is not reading. The term paper is dead.
Long live the blog!”
Ideas stolen from
lectures by
Dr. Jochen Fried.
(Combination mine.)
Different cultures and individuals have different learning strategies. Your students may learn better by doing, acting, communicating, or demonstrating. At the university level, while a term paper might be necessary for improving writing skills, other actions that add a component of personal responsibility could be a more meaningful companion project. Here are some ways to engage your students in action and reaction.
Phase III: Challenge students to go out in the community and act
Service Learning - provide assistance or service in the community
• Promote Community volunteerism (National Volunteer Day, School Volunteer Day)
• Help non-profits or religious places (feeding the poor, clothing drives)
• Schedule emergency training (the Red Cross, and fire department offer free of charge in some cases)
• Environment (sustainable gardening, e-waste, recycling)
• Volunteer at schools, festivals, parks
• Volunteer with League of Women Voter’s drive to call and remind people to vote
Field Trip Reports
• Sustainable gardening at a school site
• Recycling center
• Visit an ethnic art exhibit/museum
• Non-profit agency
• Take a tour of city hall
Interviews (Create a list of questions from students before you go, or they come to your class)
• Talk to someone who is practicing Global Citizenship
• Non profit agency workers
• Local officials
• A history story teller
Demonstration
• Composting
• Oil Recycling
Communicate findings to a wider audience
• Make a speech to the class
• Present findings outside of class
• Blog on the Internet
• Create a video on the Internet
• Write a letter
• Compile a list of resources and make available on the web (make a list of local and global ethnic/non ethnic NGO resources) for other students
Engage the Community
• Have a community fair at the adult school.
• Have representative from EED/job placement come regularly to your school and Report on new jobs
• Have a recruiting event at your school for hard to fill positions
• Organize a charity event or drive
is not reading. The term paper is dead.
Long live the blog!”
Ideas stolen from
lectures by
Dr. Jochen Fried.
(Combination mine.)
Different cultures and individuals have different learning strategies. Your students may learn better by doing, acting, communicating, or demonstrating. At the university level, while a term paper might be necessary for improving writing skills, other actions that add a component of personal responsibility could be a more meaningful companion project. Here are some ways to engage your students in action and reaction.
Phase III: Challenge students to go out in the community and act
Service Learning - provide assistance or service in the community
• Promote Community volunteerism (National Volunteer Day, School Volunteer Day)
• Help non-profits or religious places (feeding the poor, clothing drives)
• Schedule emergency training (the Red Cross, and fire department offer free of charge in some cases)
• Environment (sustainable gardening, e-waste, recycling)
• Volunteer at schools, festivals, parks
• Volunteer with League of Women Voter’s drive to call and remind people to vote
Field Trip Reports
• Sustainable gardening at a school site
• Recycling center
• Visit an ethnic art exhibit/museum
• Non-profit agency
• Take a tour of city hall
Interviews (Create a list of questions from students before you go, or they come to your class)
• Talk to someone who is practicing Global Citizenship
• Non profit agency workers
• Local officials
• A history story teller
Demonstration
• Composting
• Oil Recycling
Communicate findings to a wider audience
• Make a speech to the class
• Present findings outside of class
• Blog on the Internet
• Create a video on the Internet
• Write a letter
• Compile a list of resources and make available on the web (make a list of local and global ethnic/non ethnic NGO resources) for other students
Engage the Community
• Have a community fair at the adult school.
• Have representative from EED/job placement come regularly to your school and Report on new jobs
• Have a recruiting event at your school for hard to fill positions
• Organize a charity event or drive
Phase II: Suggestions for Classroom Activities
1.Find ways to encourage students’ interests on issues that are personally meaningful to them
2.Include classroom activities that create a framework for learning global citizenry skills
3.Identify skills that require students to grow to be global citizens, name them and their applications.
4.Ask them to define their own cultural identity and share that with other students
5.Find a way to ask students to share pertinent non-western perspectives to intercultural communication activities, incorporate “culturally responsive teaching”
6.Help students understand general workplace language, skills and dynamics as foundation skills that will assist them anywhere on the globe.
7.Introduce key vocabulary (sustainability, waste, excess, green, recyclable, trade-offs, long term, short term, consumption, consumer, social responsibility, fair trade)
8.Ask them to make an environmental pledge (I will put all plastic bottles in a recycle bin, not a garbage can)
9.Ask them to make a list of services we get for free from the environment
10.Learn how to be a wise consumer, spend with a conscious
11.Encourage some kind of action as a new production of knowledge
12.Study the city or school’s recycling policies
13.Help make the classroom more efficient for recycling and energy
14.Have the class design an informative display/bulletin board about their learning on recycling
15.Encourage welcome groups for new students
16.Promote activities that encourage student leadership
(Living and working only within their own ethnic community or not integrating means that they don’t take a leadership role in the community. It could take one or more generations to understand roles and civic responsibilities. Ethnic community groups don’t know how develop leaders that can take a role both inside the group and outside to the larger community. Hence a diverse city needs to understand global citizenship leadership qualities and build consensus with other minority ethnic groups in the community to get their issues heard and understood rather than continue to be marginalized.)
17.Discuss choices people/government/and communities make about the environment, the tradeoffs and connections
18.Elicit information from the class and write about something from a totally different point of view than people are used to
19.Have a group of students try to point to places on a map with a pencil. Each person has a string attached to the pencil. Do it with a rubber band. Do it blindfolded. Do it with your hands tied behind your back. This really shows how we must try to act in concert. (Idea from Dr. Reckmeyere.)
2.Include classroom activities that create a framework for learning global citizenry skills
3.Identify skills that require students to grow to be global citizens, name them and their applications.
4.Ask them to define their own cultural identity and share that with other students
5.Find a way to ask students to share pertinent non-western perspectives to intercultural communication activities, incorporate “culturally responsive teaching”
6.Help students understand general workplace language, skills and dynamics as foundation skills that will assist them anywhere on the globe.
7.Introduce key vocabulary (sustainability, waste, excess, green, recyclable, trade-offs, long term, short term, consumption, consumer, social responsibility, fair trade)
8.Ask them to make an environmental pledge (I will put all plastic bottles in a recycle bin, not a garbage can)
9.Ask them to make a list of services we get for free from the environment
10.Learn how to be a wise consumer, spend with a conscious
11.Encourage some kind of action as a new production of knowledge
12.Study the city or school’s recycling policies
13.Help make the classroom more efficient for recycling and energy
14.Have the class design an informative display/bulletin board about their learning on recycling
15.Encourage welcome groups for new students
16.Promote activities that encourage student leadership
(Living and working only within their own ethnic community or not integrating means that they don’t take a leadership role in the community. It could take one or more generations to understand roles and civic responsibilities. Ethnic community groups don’t know how develop leaders that can take a role both inside the group and outside to the larger community. Hence a diverse city needs to understand global citizenship leadership qualities and build consensus with other minority ethnic groups in the community to get their issues heard and understood rather than continue to be marginalized.)
17.Discuss choices people/government/and communities make about the environment, the tradeoffs and connections
18.Elicit information from the class and write about something from a totally different point of view than people are used to
19.Have a group of students try to point to places on a map with a pencil. Each person has a string attached to the pencil. Do it with a rubber band. Do it blindfolded. Do it with your hands tied behind your back. This really shows how we must try to act in concert. (Idea from Dr. Reckmeyere.)
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