❤❤❤ Reflection On Asian Immigrant Students Discourse

Wednesday, January 12, 2022 1:38:49 AM

Reflection On Asian Immigrant Students Discourse

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ROOTS AND REFLECTIONS: South Asians in the Pacific Northwest

At the same time, we must center Black liberation in our solidarity work and address anti-Black racism within our communities. Over the past 15 years, the Sikh-American community has developed an effective advocacy structure. However, as the terrifying cluster of hate attacks against Sikh-Americans in late after the attacks in Paris and San Bernadino verifies, little else has improved. Sikhs still contend with state-sanctioned, routine ethno-racial profiling at airports, and unwarranted and illegal scrutiny. We also face limits to free worship, due to the resistance to sacred-site construction around the nation and attacks such as the one at the Oak Creek gurdwara in Looking forward, our communities must support others who are organizing for racial justice, especially the movement for Black lives.

We must demand accountability together on issues of racial equity and justice. Riyah Basha , student at University of Michigan. September 11th marked the beginning of a public reckoning over whether my people belong in this country. I appreciate the many Muslims who immediately recognized the need for self-definition, increased civic engagement, and a commitment to Islam in America. At the same time, the price for security seems too steep; it involves trumpeting American exceptionalism, hailing foreign invasions, and sanctioning profiling and targeting. I commit to being as loud as possible in challenging the surveillance state.

I thought I was in the U. At the same time, amazing organizers are challenging this status quo and building bridges with other communities here in Queens and around the nation. At Adhikaar, we have been engaging the Nepali-speaking community in difficult discussions surrounding race, religion, class and privilege in order to build understanding and support for Muslim and Black communities. Moving forward, we must push for both policy and culture changes, and engage new immigrants in the broader struggle for racial justice. It ushered in an array of harmful government policies and cultural narratives. While the immediate impact has been focused on Muslim, Arab and South Asian communities, all people of color, including Black people, have been affected by the alarming breadth and scope of law-enforcement practices.

Moving forward, and especially given the political climate that we are currently facing, it is critical for Black and Brown folks to build the type of collective political and cultural power that holds decision makers accountable. Together, we must advance the vision of the Movement for Black Lives and address Islamophobia and xenophobia. Our histories—and our futures—are intrinsically linked, and we must resist any racial wedge narratives that attempt to tear us apart. Tania Unzueta , legal and policy director, Mijente.

On September 11 th , , I had a flight to Washington D. My flight was canceled, the Congressional hearing was indefinitely postponed, and all immigration discussions shifted to immigrants as potential terrorist threats, particularly if they were Muslim, Arab or South Asian. So much of the rhetoric in the election, media and mainstream narratives has been plagued with xenophobic sentiment, and some people are conflating what it means to be American with anti-Muslim hate. For Asian Pacific Americans, it is vital that we stand in solidarity with South Asian, Arab and Muslim communities in the struggle for justice. From the Chinese Exclusion Act to the Japanese American internment to the Southeast Asian deportation crisis, our communities have endured the impact of profiling, criminalization and scrutiny.

We are in this struggle together. Moving forward, we need to train and uplift more leaders at all levels of government, in our community, and in our schools who will stand up against all forms of xenophobia, racism and anti-Muslim hate. Rich Stolz , executive director, One America Seattle. I see an abundance of fear. September 11th remains a constant justification for our militarized surveillance state. Sometimes violent political rhetoric aimed at Muslims, undocumented immigrants and refugees has sowed fear and isolation in already marginalized communities, reminiscent of shameful episodes of our past.

We need more courage, greater capacity, and deeper connections across contemporary movements for immigrant rights and racial justice, and we must strive to bridge the divides between religious and racial minorities and a shrinking, yet not monolithic, White majority. I watched the second tower go down as I huddled with my co-workers in front of a computer screen. I felt shock, sadness and grief. September 11th and its aftermath have forced White folks to get clear on our stake in ending White supremacy.

White folks must organize our communities and participate in these movements—for our own humanity depends on it. Fifteen years ago, we at CCR knew something was up. Baker Eds. Clevedon, UK: Multilingual Matters. Fernandez, C. Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Glaser, B. The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine. Godoy-Penteado, M. How to drag with a worn-out mouse? Searching for social justice through collaboration. Journal of Mathematics Teacher Education, 12 2. Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum. Working with women of color: An empowerment perspective. Rothman, J.

Tropman Eds. Itasca, IL: Peacock Publishers. Gutstein, E. Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge. Kazemi, E. Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7 , — Knijnik, G. Mathematics education and the Brazilian landless movement: Three different mathematics in the context of the struggle for social justice. Moschkovich, J. Understanding the needs of Latino students in reform-oriented mathematics classrooms. Ortiz-Franco, N. De La Cruz Eds. Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication impact instruction. Cobb Eds. Planas, N. The discursive construction of learning in a multiethnic school: Perspectives from non-immigrant students.

Intercultural Education, 18 1 , 1— Voices of non-immigrant students in the multiethnic mathematics classroom. Figueras et al. Morelia, Mexico: PME. Popkewitz, T. Whose heaven and whose redemption? The alchemy of the mathematics curriculum to save please check one or all of the following: a the economy, b democracy, c the nation, d human rights, e the welfare state, f the individual.

Skovsmose Eds. Copenhagen: CRLM. Valero, P. Universities are populated with growing percentages of foreign-born students and faculty, or close kin to immigrants who arrived after Prior to , most immigrants were European. There is also a constant influx of international students. The Institute of International Education reported in that there were , international students in U. The presence of foreign students and faculty is cited as a boon to cultural enrichment on campuses. A article by Akbar Marvasti in the Journal of Economic Issues commented on the rapid demographic shift in the general population and the student faculty population.

He raised the question whether academic institutions are ready for the new face of America. This is my question as well. The United States is a country of immigrants, but the negative tone about "other peoples" emerged when the native population was described by early adventurers as "savage Indians. Consequently, freed slaves were denied full citizenship and the "Indians" were shifted to the margins. Following the gains of the Civil Rights movement, new immigrants entered from the world beyond Europe, but race-defined pathology was already institutionalized based on theories of scholars such as Stanley Hall, an American psychologist who posited that "lower races" were in a state of adolescence.

He claimed there was a scientific basis for race segregation, and the ensuing Immigration Restriction Act of imposed quotas on the so-called "less intelligent nations. University instructors of "non-ethnic" backgrounds may well gloss over the cultural statements found in textbooks. Instructors examine a new text for content, readability, student-friendliness and relevance. Some may check the facts. Nevertheless, the accuracy or sensitivity of cultural statements may never be questioned. As a university instructor who comes from an "ethnic" and immigrant background, I examine a text with the additional questions in mind. My university cites global awareness among its objectives. The task is not simply an intellectual pursuit. Cultural bias in textbooks assaults the sensibilities of persons who are perceived as the inferior "other.

During the past three years, I have analyzed a minimum of 50 textbooks. I seek texts that are written with cultural integrity; this covers both cultural competence and cultural sensitivity. The subject of sexuality serves as an example here. All the texts that I examined included a section on "Race and Sexuality" or "Ethnicity and Sexuality" seeking to underscore differences in sexual behavior among ethnic groups. This may seem like a standard approach, but it condones stereotyping simply by singling out a select few groups.

Sexual stereotyping by race blocks progressive scholarly analyses of sexual behaviors that cut across race, ethnic groups, regions and nations. For my class on adolescence, I examined one of the texts which represented a cross-section of the cultural landscape. The authors used a case-study approach. Storytelling is a very engaging style to keep the attention of undergraduates. Yet the text falls into the cultural hierarchy trap. The authors introduce each case with a short profile. A synopsis of the introductions read like this names have been changed : Pedro is a Latino young man whose parents came from Central America Paul is a young black man who is living with his mother and sister

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