Suchergebnisse

Intro -- Contents -- Preface -- Ackowledgments -- Chapter 1 -- An Overview of Immigration -- Abstract -- Who Is an 'Immigrant'? -- Public Perception of Immigrants -- Benefits and Challenges of Immigration -- Childhood and Immigration: An Overview -- Methods and Objectives -- Chapter 2 -- Historical and Legal Background -- Abstract -- History of Immigration Law -- 20th Century -- 21st Century -- Legal Rights of Immigrant Children -- Settled Status -- Irregular Status -- Chapter 3 -- Child Development -- Abstract -- Areas of Development -- Physical Development -- Cognitive Development -- Social and Emotional Development -- The Child's Environment -- Chapter 4 -- Health of Immigrant Children -- Abstract -- Prenatal Phase -- Childhood -- Illegal Migrants -- Refugees and Unaccompanied Children -- Adolescence -- Chapter 5 -- Issues Faced in the Family -- Abstract -- Attachment -- Environmental Stressors -- Domestic Abuse -- Female Genital Mutilation -- Chapter 6 -- Issues Faced at School -- Abstract -- Racial Discrimination in School -- Unintended Racism -- Personally-Mediated Racism -- Internalized Racism -- Institutional Racism -- The Concept of "White Ignorance" -- Critical Race Theory -- Acts of Racial Discrimination -- Chapter 7 -- Adaptation Process and Acculturation -- Abstract -- Adaptation Process -- Acculturation -- Cultural Identity -- Cultural Dissonance -- Acculturation Gap -- Influence of Acculturation on Parent-Child Relationship -- Influence of Acculturation on Academic Performance -- Chapter 8 -- Recommendations and Possible Challenges -- Abstract -- Microsystem -- Individual Level -- Increase Children's Resilience -- Improve Children's Health Outcomes -- Familial Level -- Support Family Cohesion -- Support the Child within the Family -- Community Level -- School as the Link between Immigrant and Mainstream Culture.

The bases upon which we think, act, and conduct ourselves are shaped by our culture and upbringing at a very early age. These bases are called values, customs, traditions, and heritage, which are commonly shared by people within a national or ethnic group. However, when immigrants leave their homeland and settle in another country, the new ways may be different from that of the old country. Bi cultural conflict results when the former values and ways clash with the new attitudes and behavior. This premise is quite evident, but exactly how and where do we encounter bicultural conflict? This article gives specific instances of bicultural conflicts that pose dilemmas for immigrant children. Teachers or parents may not even recognize the cultural basis of these dilemmas and may insist upon the child doing things according to their own upbringing and outlook, thus creating confusion and anxiety when the two authority figures do not agree. Specific instances dealt with in this article include differing values in such areas as aggressive behavior, sexuality, thrift, affection, dependency, individualism, and others.

Cover -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Dedication -- Table of Contents -- Illustrations -- Acknowledgements -- Author's Preface -- Introduction: Common Ground -- Part One: The West Indians -- 1: General Background of the West Indies -- A The West Indian Region -- B The Early Peoples and Their Origins -- C From Slavery to Self-Government -- 2: Religion in the West Indies -- A General Introduction -- B The Religion of the Aborigines -- C The Advent and Development of Christianity -- D Hinduism and Islam -- E Some Aspects of African Religion -- F Cults, Obeah and Pocomania -- G The Ras Tafarians -- H Conclusion -- 3: Social Background of the West Indies -- A The Family System -- B Colour and Class Systems -- C Kinship -- 4: Education in the West Indies -- A Slavery and Emancipation -- B More Recent Developments -- C Education in Jamaica Today -- D Education in Other Parts of the Caribbean -- E Language Problems -- 5: Culture Contact with the Host Society -- Part Two: The Indians -- 6: General Background of India -- A The Land and Its Products -- B The People and Their History -- C The New India -- 7: Some Indian Religions -- A Hinduism -- B Jainism -- C Buddhism -- D Sikhism -- 8: Social Background of the Indians -- A Social Structure -- B The Family -- C The Family-Planning Programme -- 9: Education of the Indians -- A Traditional Education and the Problem of Illiteracy -- B Development of Primary and Secondary Education -- C Other Forms and Stages of Education -- 10: Culture Contact with the Host Society -- Part Three: The Pakistanis -- 11: General Background of Pakistan -- A The Land -- B The People -- C Their History -- 12: The Religion of Pakistan -- A The Historical Background of Islam -- B Muhammad (AD 570-632) -- C The Koran (or Quran) -- D The Five Pillars of Islam.

A description of the problems which the educ of immigrant children involves, both for the children & for the Sch, followed by a consideration of various kinds of admin'ive efforts which are being made to ease the situation, & their implications. Most of the evidence used refers to West Indian, Pakistani, Indian & Cypriot children. Problems include: (1) immigrant children enter throughout the Sch yr, as the fam arrives in England, &, in some areas, may leave after a short time as the fam's move from temporary accommodation; (2) many of these children have no knowledge of English, & the English spoken by West Indian children often differs in intonation & syntax; (3) the language barrier makes it difficult for a teacher to assess the intelligence & ability of an immigrant child; (4) educ'al backgrounds differ widely; (5) in some cases the gulf between the Sch & the home may cause anxiety & tension in an immigrant child; (6) prejudice among English children which may be copied from parents or may appear in the adolescent when he feels himself threatened. Admin'ive methods to deal with these problems center around the provision for teaching these children English & the question of cultural & color diff's & the policy of the Sch with regard to these. An outcome of a policy which admits no separation may be a concentration of immigrant children in the lower streams of a Sch. Educ authorities who have made special provision for immigrant children who do not speak English have set up various classes for them; Sch's in Birmingham & Southall are cited. The Inner London Educ Authority runs 3 language reception centers for such children. It is concluded that on the whole, the most successful system seems one where children are given special full-time instruction until they can follow the teaching in an ordinary class, but have as many opportunities as possible of joining in the life of an English Sch. E. Weiman.

AbstractThis study examines the social, learning and emotional needs of immigrant children enrolled in an educational preparatory programme before transitioning to the formal school system in Belgium. Data for this study were collected through 12 semi‐structured interviews with teachers and programme coordinators in four secondary schools and four reception centres in the greater Brussels region in 2020. Findings reveal that schools and teachers are increasingly aware of the complex needs of immigrant children and can address these needs through various channels, such as organizing school and extra‐curricular activities, adapting teaching approaches to match children's individual learning requirements, and incorporating the language and culture of students into the learning process. These efforts foster a relationship of trust between teachers and students, creating an environment in which children learn and feel secure. However, several risk factors, including the lack of teacher training for working with immigrant children, insufficient guidance of children through the programme, the need to motivate children to continue learning, the absence of methodological tools for teaching children with low literacy rates, the mixture of children of different ages, and unaddressed emotional trauma, could potentially impede the learning and school integration process of immigrant children.

"This edited book focuses on immigrant and refugee children around the world and will provide readers with a richer and more comprehensive approach of how researchers, practitioners, and social policymakers can examine immigrant children and youth among ethnic minority families. Also, the chapters will focus on the various methodological advances used to explicitly investigate immigrant children and youth"--