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Viewing: Blog Posts Tagged with: immigration, Most Recent at Top [Help]
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1. No More “Illegal Aliens”

guest blogger iconFrom the US presidential candidates to the current situation in Europe, immigration is a hot topic. In our last blog post, we looked at the battle that’s currently going on in the Library of Congress over the term “illegal alien.” Many activists argue that the term is outdated, yet the Library of Congress chose to let it stand. In this guest post, Children’s Book Press author René Colato Laínez talks about his own experiences coming to the US from El Salvador and the label “illegal alien.”

At the 2016 American Library Association Midwinter Meeting, librarians passed a resolution urging the Library of Congress to change the subject heading from “Illegal Aliens” to “Undocumented Immigrants.” As the author of the new picture book, Mamá the Alien/ Mamá la extraterrestre, I totally agree. Undocumented Immigrants is a better subject to describe the people who arrived from other countries to live and work in the United States. They are undocumented because they don’t have the right papers to come to this country via an airport or through a border checkpoint entrance. They are also immigrants because they were born in another country. So the term Undocumented Immigrant fits the status of this group of people.

mama the alienThe term “Illegal Aliens” definitely is confusing to many, just like it was to me. Yes, I was an Undocumented Immigrant, and when I arrived in this country, I was called an “Illegal Alien.”

Since I was a small child in my native country of El Salvador, I was taught by my family and teachers that I needed to be a good boy. Especially during that time! There was a civil war in my country. Teachers and priests had been killed and many people would disappear from one day to the next. It was a scary time to grow up, and I always tried to be a good boy.

One afternoon, my fifth grade teacher said, “Soon, you will be teenagers and you have to know that ‘illegal acts’ only take people to jail or the cemetery. You need to do only ‘legal things’ in order to be safe.” Then he asked the class to make a list of “illegal acts” and to write a promise that we would be good citizens to have a better society. In my list I included among other things that using drugs, stealing, and not following the rules were illegal acts. Then I proudly promised never to do anything illegal.

As a result of the civil war in the 1980’s, many Salvadoran families left the country looking for a better life and opportunities. My family was not the exception. My mother left the country at the beginning of the war. In 1985 it was my turn to come the United States.

Soon after I arrived, some children in my new school called all the children who only spoke Spanish “illegals.” I did not understand why they were calling us “illegals.” I asked my father and he explained to me that they called us that because we did not have the right papers to come in an airplane or through the bridge in Tijuana.

I began to understand the term, but it did not make sense to me. In my country only people who had money were able to get papers to come to the United States. Poor people like my family did not have the privilege to get these documents. I did not understand why it was illegal to escape a civil war to look for a better life and opportunities in a country that was safe from war.

As I learned English, I remember our social studies teacher asked us to read the newspapers to write class reports. It was there when I first encountered the term “Illegal Aliens.” I kept reading the article and discovered that people who arrived to this country without the right papers were not only illegals, but were aliens too.

mama the alien
illustration from Mamá the Alien

Every night, after I saw the movie E.T. the Extra-Terrestrial, I remember looking at the stars wondering if there was life on another planet. It was the 1980’s and, like everyone, I loved that little alien who wanted to go home. When I saw the stars, I wondered if there were aliens like E.T. and how it would feel to be lost on another planet.

Imagine my surprise to learn that I was also an “alien” and that “aliens” were not only from outer space, but from other countries, too. The word “alien” could have more than one meaning—it was also a synonym for foreigner. But when I looked at both words, even though foreigner was a longer word and harder to pronounce in English, it sounded much better to me than alien. I touched my hands and looked at my face in the mirror. Yes, I spoke another language but I had a face, arms and body just like the other children at school. I did not look like a strange creature from out of space. But being an alien implied that I could not be like other “normal” persons, because I was so different from them.

Years later, thanks to the Amnesty Program in 1989, my family had the opportunity to obtain the right papers to live and work in the United States. When I got my pink resident card, I read the blue words at the top of the card: “RESIDENT ALIEN.” “Wow,” I said to myself, “I am now a resident, but I am still an alien!”

I became a teacher and I was assigned to a bilingual kindergarten/first grade classroom. All of my students spoke Spanish. Many of them were born in the United States and others were like me, from other countries. My goal as a teacher was to teach them to read and write, but also to teach them to be smart children who are proud to be bilingual. In the country where I grew up— and almost everywhere around the world!—speaking other languages and being bilingual is nothing to be ashamed of. Instead, it is a wonderful achievement.

juan felipe herrera collectionI began to read bilingual books to my students, especially Friends from the Other side/ Amigos del otro lado by Gloria Anzaldua, The Upside Down Boy/ El niño de cabeza and Super Cilantro Girl/ La Super niña del cilantro by Juan Felipe Herrera, My Diary from Here to There/ Mi diario de aquí hasta allá by Amada Irma Pérez, A Movie in My Pillow by Jorge Argueta and the poetry collection such us Laughing Tomatoes: And Other Spring Poems / Jitomates Risueños: Y Otros Poemas de Primavera by Francisco X Alarcón. My students loved these books because they were able to see their faces, lives, language and culture in the pages of these books. I began to write stories myself and my students began calling me, “The Teacher Full of Stories.” At the turn of the new century, I decided to follow the advice of children’s book authors like Alma Flor Ada, F. Isabel Campoy and Amada Irma Pérez who suggested that it was time to submit my work for publication. Since the first moment that I typed the words of my first book, Waiting for Papá/ Esperando a Papá, I knew I wanted to write books about children of color. My first book was published in 2004 by Piñata Books, an imprint of Arte Público Press.

 My goal as a children’s books author is to produce strong multicultural children’s literature; stories where minority children are portrayed in a positive way, where they see themselves as heroes, and where they dream and hope for the future. I wanted to write authentic stories of Latin American children living in the United States.

These were the books that I had wanted to read when children called me “Illegal” at school.

from north to southSoon, I was receiving emails and letters from parents, librarians, and teachers on how my first book was helping them in homes, libraries and the classrooms. Next I wrote about the importance of being bilingual in Playing Lotería/ El juego de la Lotería. In From North to South/ Del norte al sur, José and his father need to go south to cross the Mexican/ US border to be reunited with his deported mamá in Tijuana. I also write about the importance of living in two cultures and speaking two languages in books such as The Tooth Fairy Meets El Ratón Pérez, Juguemos al Fútbol and Football/ Let’s Play Fútbol and Football and in my two sing-along books, Señor Pancho Had a Rancho and ¡Vámonos! Let’s Go!.

In 2016, my newest picture book Mamá the Alien/ Mamá la extraterrestre will be published by Lee & Low Books. In the story, Sofía discovers a Big Secret. She finds a card that belongs to her mother. It has mamá’s picture and the word alien on top of the card. Sofía cannot believe it. Her mother is an alien.

Sofía feels just like me when I discovered that I was also an alien. I am excited that Mamá the Alien/ Mamá la extraterrestre will soon be in the hands of parents, teachers, librarians and children. In this book readers will find out in a humoristic way that we are all children of planet earth. There are no aliens among our families. We can be from different countries but are all human beings.

Come meet René Colato Laínez at ALA this year. He will be signing with LEE & LOW (Booth #1469), as well as participating in a REFORMA panel on bilingual books. You can see our full ALA schedule here

About René Colato Laínez

rene colato lainezKnown as “the teacher full of stories,” René Colato Laínez is the Salvadoran author of more than a dozen picture books including ¡Vámonos! Let’s Go! (illustrated by Joe Cepeda, Holiday House), Señor Pancho Had a Rancho (illustrated by Elwood Smith, Holiday House), and The Tooth Fairy Meets El Raton Pérez, (illustrated by Tom Lintern, Random House). His new picture book, Mamá the Alien/ Mamá la extraterrestre (illustrated by Laura Lacamara) will be available this summer.

In 2015, René was awarded the Premios Actitud El Salvador Award. He has received many awards and honors including International Latino Book Award, The Américas Award Commended Title, International Reading Association Teacher’s Choice Award, and Tejas Star Book Award List.

René is a graduate of the Vermont College MFA program in Writing for Children & Young Adults and a faculty member of Sandra Cisneros Macondo Writers Group. He is a bilingual elementary teacher at Fernangeles Elementary School, one of Los Angeles Unified School District’s most innovative schools. He is also a columnist for LA BLOGA, the Latino literature blog and LOS BLOGUITOS the blog for children learning to speak Spanish. He has appeared on Univision and Telemundo, and is a regular participant at conferences and book festivals in the United States and Latin America.

Visit him on the web http://www.renecolatolainez.com, or follow him on twitter @renecolato

More reading

Diversity 102: The Library of Congress Battle Over “Illegal Alien” 

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2. Diversity 102: The Library of Congress Battle Over “Illegal Alien”

Over the past several months, a quiet battle has been raging among librarians and politicians over the term “illegal alien.” For many years, immigrant rights activists have argued against using the term, which has taken on a decidedly pejorative meaning. Activists and legal experts note that while actions can be “illegal,” human beings cannot – to refer to them as such criminalizes existence itself.

While several news outlets have pledged to cease using the term “illegal alien,”  there’s one place where the term still stands: the Library of Congress. But while subject headings don’t usually claim a lot of media attention or political interest, the Library of Congress has become a battleground for those who want to replace the term, and for those who won’t give it up. Here’s a timeline of the issue (for more detail, check out this excellent Library Journal piece):

2013

Dartmouth College student Melissa Padilla notices problematic search terms while researching a paper. Padilla and classmates bring the issue up with Dartmouth’s librarians, and discover that the search terms come from the Library of Congress and cannot be changed within Dartmouth’s libraries. Together, librarians and students work on a proposal asking the Library of Congress to replace the term “illegal alien” with “undocumented immigrant.” The proposal is submitted in summer 2014.

2015

After consulting with staff members, the Library of Congress releases a public memo stating that it will not change the wording because the phrase “Undocumented immigrant” is not directly synonymous with “Illegal alien.” Word spreads to members of the American Library Association, who decide to work through the system to try to push the change through.

January 2016

Various divisions and affiliates of the ALA, including the subject I believe the term alien is not only offensive but also dehumanizing. These folks may not be U.S. citizens, but they're not from outer space. They are human beings.analysis committee, social responsibilities roundtable, and REFORMA, formulate a resolution asking the Library of Congress to reconsider the original request.  The resolution passes at the ALA midwinter meeting in January 2016.

March 2016

The Library of Congress announces that it will no longer use “illegal aliens” as a bibliographic term, saying that the once common phrase has become offensive. The library plans to use “noncitizens” in place of “aliens” and “unauthorized immigration” in place of “illegal immigration.”

April 2016

After learning of the change, conservative Republicans on the House Appropriations Committee introduce a provision calling for the term’s reinstatement, which is tied to a bill for Library of Congress funding. They argue that the term is legally accurate and should not be changed for the sake of political correctness.

June 2016

The House votes 237-170 to order the Library of Congress to continue using the term “illegal alien.” This is the first time in history that the House has interfered in the Library of Congress’ subject headings processes.

As a company that values diversity, this is an issue that we feel deeply invested in. Those of us who love books know well how powerful just one word can be. When that word is tied to our identity, it can not only define us but also define how others see us. It can make us feel safe, or endangered. It can make us feel proud, or ashamed. We believe that the term “illegal alien” is derogative and has no place in the Library of Congress. To see it politicized- and especially to see the power of decision taken away from expert librarians and placed in the hands of politicians- is disheartening and alarming.

Tomorrow, we’ll share a guest post with René Colato Laínez, author of Mamá the Alien/Mamá la extraterrestre about his own experience being called an “illegal alien” when he was young.

In the meantime, the Library of Congress has posted a survey where the public can share their thoughts on the proposed changes. If you would like to see the terminology changed, you can fill out this survey through July 20.

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3. Why hasn’t the rise of new media transformed refugee status determination?

Information now moves at a much greater speed than migrants. In earlier eras, the arrival of refugees in flight was often the first indication that grave human rights abuses were underway in distant parts of the world.

The post Why hasn’t the rise of new media transformed refugee status determination? appeared first on OUPblog.

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4. Human rights and the (in)humanity at EU’s borders

The precarious humanitarian situation at Europe's borders is creating what seems to be an irresolvable tension between the interests of European states to seal off their borders and the respect for fundamental human rights. Frontex, EU's External Border Control Agency, in particular has been since its inception in 2004 embroiled in a fair amount of public controversy.

The post Human rights and the (in)humanity at EU’s borders appeared first on OUPblog.

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5. Interview: Why Culturally Responsive Literature Matters

Screen Shot 2016-03-29 at 4.21.07 PMGuest BloggerIn this interview with The Open Book, guest blogger R. Joseph Rodríguez, Assistant Professor of Literacy and English Education at The University of Texas at El Paso, shares strategies on teaching Guadalupe García McCall’s novels in middle and high school English Language Arts, as well as discusses the impact of culturally responsive and relevant literature in the classroom.

What inspired you to write about Guadalupe García McCall, her literature, and classroom applications?

 Guadalupe García McCall’s writings create many connections and destinations in my life, crossing many geographies and memories across time—from my growing up to today. As I read her books, I travel in conversation with her characters.

In literature, we enact the elements of storytelling and literacy by becoming involved with all the facets that make a story readable, understandable, relatable, and enjoyable.

The worlds García McCall creates in her literary works mirror my childhood and journeys. Specifically, Piedras Negras, Coahuila, México, where García McCall was born, is the home of my maternal aunt Cristina, uncle Andrés, and cousins. While growing up, my parents, siblings, and I traveled from Houston to visit them.

Like in García McCall’s novels and poems, many families and cultures are before us—en vivo and in print—with storytellers and cuentos crossing the national grids of the U.S. and México borderlands.

For teachers interested in using Summer of the Mariposas and/or Under the Mesquite—what would you recommend they use the texts for? What part of curriculum? What could they pair this with—any literature or primary source documents? 

The novel in verse Under the Mesquite meets various standards in English language arts that include poetry and various literary elements as well as other disciplines. The book presents an adolescent female who creates poetry and dramatic performances, supports her siblings as a caring problem solver, and seeks ways to keep her mother’s memory alive. The text can be paired with other novels in verse that feature characters with dilemmas and choices that lead to trials and triumphs.

Several primary sources can be considered such as the literary works within the novel, diaries and ballads with historical and personal accounts, and excerpts from classics and contemporary classics that feature first-person point of view such as A Good Long Way, American Ace, Brown Girl Dreaming, CrashBoomLove, My Own True Name, Locomotion, and Republic, among others.

How do you think Under the Mesquite or Summer of the Mariposas could be used to support student writing? What student work or output could teachers have students create to demonstrate understanding? 

As teachers, we can welcome diverse voices in our classrooms and students’ lives by allowing characters to move from the page to other media: performing and visual arts. Reading García McCall’s novels and poetry remind us of the varied stories we carry with our families and in our interior—alive and in memory.

We carry these stories beyond our own biological families to the literary characters and families we meet through the mirrors, windows, and doors of their lives created by our author and medium García McCall and our very own lives. Student can write about these memories with an image that launches the conversation to a recording that can create a collage of storytelling with varied techniques and improvisation for the classroom stage.

Rodriguez pull quote 1There are no required texts for the Common Core State Standards, but we still see that schools and districts can be shy to branch out from more classic texts (“classics” as in texts that seem to appear in every high school year in year out as well as many that are Caucasian and European American literary canon). Why do you think that is? What can teachers do to include more contemporary and/or culturally responsive and relevant texts with limited time and flexibility in the year and curriculum?

Becoming aware of the civic communities that border our schools, the cultural resources and references that inform ideas and decisions, and students’ everyday resilience are key insights to create community through literature and even transport readers to other places in time, to the present, and toward the future.

As teachers, we can also plan literary experiences that create dialogue across borders, cultures, and migrations. Our lessons can reflect adventure, drama, choice, conflict, dilemma, and triumph experienced by characters through literature from diverse experiences, places, and realities. This requires deliberate planning with concepts and competencies for culturally responsive and sustaining instruction that places classics and contemporary classics in dialogue with deeper learning, thinking, and questioning.

Lastly, through the guidance of their teachers, many students are book borrowers who experience libraries in classrooms, schools, homes, and civic communities. As a result, students are permitted self-selection of both print books and e-books.

Is it enough to select a “culturally responsive” book for the curriculum? What does culturally responsive and relevant instruction look like? How can high school teachers make the whole process from book selection, introduction, instruction, and student work/output culturally responsive and relevant? 

When I found García McCall’s novels, which were recommended by Pat Mora, I heard the familiar voices come alive and the stories speak to me from the print and digital pages of our national and binational literary canons. Culture is really about imagination and knowledge and how these sustain us as communities. Thus, as teachers we must be in conversation with our teaching colleagues as well as readers who are among us: our students, their families, librarians, and critics.

There are several book awards that can inform our literary selection and introduction. For instruction and student work, we can rely on resources from the American Library Association, Edutopia, ReadWriteThink.org, and publications from ILA and NCTE. Moreover, the process for selecting a book can take into consideration teaching standards and student learning outcomes that promote growth with interdisciplinary thinking and learning.

Teachers interested in the inclusion of diverse literary traditions understand the role of reading, writing, authorship, and representation in the literacy classroom. The research informs us that students seek literary characters and favor reading and writing experiences that reflect their life choices and questions in both public and private spaces. These choices and questions can be explored through both classics and contemporary classics.

Rodriguez pull quote 2What is at stake if educators do not include culturally responsive and relevant works like García McCall in middle and high school classrooms?

What is at stake here is our democracy and shared efforts for global world understanding. Like García McCall and her characters reveal, we barter through world languages and literature. As a result, we have examples of human cultures meeting and sharing in the making of civilizations, languages, and stories. My earliest memories of family gatherings reflect bilingualism and biculturalism with biliteracies bringing us the warmth and energy to express ourselves so freely and with laughter and occasionally some of life’s sorrows.

Partly driven by fear and also by limited access to print and marketing, diverse voices were missing in textbooks and shelves across the country. This is changing as the U.S. mirrors more who its inhabitants have been: a country of diverse citizens with shared values about literacy and learning. We cannot succumb to fear with non-publication and non-participation if we are to keep our reading public alive for democracy to survive.

I remember the great importance placed on attendance in my schooling. In retrospect, many went uncounted and unaccounted for in my schooling: the literary characters who could forge new ways of seeing, reading, and interpreting adolescent life and thought, yet remained absent. That need not happen any longer as we rethink language arts and literacy education. Our teaching profession calls us to be committed to social change, reflection, and action by bringing more literacy opportunities into the lives of our students—of all ages, abilities, backgrounds, colors, and reading interests—and their diverse communities.


Joseph Rodríguez is Assistant Professor of Literacy and English Education at The University of Texas at El Paso, located on the border across from Ciudad Juárez, Chihuahua, México. His research interests include children’s and young adult literatures, socially responsible biliteracies, and academic writing. Catch him virtually @escribescribe or via email: rjrodriguez6@utep.edu.

For further reading by R. Joseph Rodríguez:

Why Culturally Responsive Literature MattersUnder the Mesquite:

Summer of the Mariposas:

Guadalupe García McCall:

 

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6. What is our moral obligation to the stranger?

For centuries this question has haunted European thought, and as new fences are erected and bodies wash up on the shores of the Mediterranean its implications reassert themselves with renewed urgency. For over twenty years the outsourcing of migration controls has meant that European publics have been protected from the practical reality of forced displacement and the economic desperation that is now showing up on holiday beaches.

The post What is our moral obligation to the stranger? appeared first on OUPblog.

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7. Immigration and the demise of political trust

An average of 30 percent of the British public have identified immigration as one of their most important concerns since 2003; in recent months, 50 per cent or more have named this as one of the most important issues facing the UK.

The post Immigration and the demise of political trust appeared first on OUPblog.

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8. Thomas Paine’s Common Sense turns 240 years old

Some writers have so confounded society with government, as to leave little or no distinction between them; whereas they are not only different, but have different origins. Society is produced by our wants, and government by our wickedness; the former promotes our happiness positively by uniting our affections, the latter negatively by restraining our vices. The one encourages intercourse, the other creates distinctions. The first a patron, the last a punisher.

The post Thomas Paine’s Common Sense turns 240 years old appeared first on OUPblog.

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9. Public health in 2014: a year in review

Last year was an important year in the field of public health. In 2014, West Africa, particularly Sierra Leone, Liberia, and Guinea, experienced the worst outbreak of the Ebola virus in history, and with devastating effects. Debates around e-cigarettes and vaping became central, as more research was published about their health implications. Conversations surrounding nutrition and the spread of disease through travel and migration continued in the media and among experts.

We’ve chosen a selection of articles that discuss public health issues that arose in 2014, their effects on the present and implications for the future.

Header image: US specialist helping Afghan nomads by Sfc. Larry Johns (US Army). Public domain via Wikimedia Commons.

The post Public health in 2014: a year in review appeared first on OUPblog.

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10. Monica Brown on Dehumanizing Language and the Immigration Debate

Monica BrownMonica Brown is the author of several award-winning Guest bloggerchildren’s books, including the Marisol McDonald series, and is a Professor of English at Northern Arizona University. Brown recently spoke to KNAU Public Radio about the power of dehumanizing language after a politician used the word “deportable” to refer to an immigrant. She has allowed us to reprint her comments below, and you can hear her radio segment here:

Deportable. The prefix de signifies removal, separation, reduction or reversal, as in deforestation or demerit. De reverses a verb’s action, as in defuse ordecompose. De is not often used with a noun, but it was last week. That’s when Republican Representative Steve King referred to one of First Lady Michelle Obama’s guests as “a deportable.” He tweeted it.

When I heard this description of 21 year old Ana Zamora, a hardworking college student and DREAMer, it felt like a blow to the chest. When President Obama enacted his 2012 executive order on immigration, Ana Zamora wrote him a thank you letter. She said, “I am finally a person in the United States…”

Not according to Representative King. To him, she is a deportable.

I am a bilingual Latina whose mixed ethnic heritage lets me embrace the multiplicity, complexity and beauty of the Americas, North and It pains me to see the way Latino bodies are often marked with the mantle of illegality, and to witness the way immigrant children of the Americas are made objects to reject.South. It pains me to see the way Latino bodies are often marked with the mantle of illegality, and to witness the way immigrant children of the Americas are made objects to reject, a class of “deportables” if we were to use King’s terminology. I suggest we don’t.

In migrating to the United States, Ms. Zamora’s parents brought with them their dedication to family, hard work, and dreams of a better future for their children. Ms. Zamora is the embodiment of those dreams. Chicana sage Gloria Anzaldua once described the U.S.-Mexico border as a “1,950 mile-long open wound.” It is a place of conflict, confrontation and pain. The term “a deportable” rubs salt in that wound by devaluing and dehumanizing a young woman who represents the very best of our country.

As a professor of English and children’s author, I know words matter. Within my community, an immigrant without documents might be described as “sin papeles.”Without papers. It is a legal status they lack, not who and what they are.

Thankfully, many have come to understand that, in the words of Holocaust survivor Elie Wiesel, “no human being is illegal.” Today I’d like to state, unequivocally, that no human is a deportable, either.

Further Reading
Visit Monica Brown’s website
Purchase Marisol McDonald Doesn’t Match or Marisol McDonald and the Clash Bash

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11. Are migrant farm workers disappearing?

Migrant farmworkers plant and pick most of the fruits and vegetables that you eat. Seasonal crop farmers, who employ workers only a few weeks of the year, rely on workers who migrate from one job to another. However, farmers’ ability to rely on migrants to fill their seasonal labor needs is in danger. From 1989 through 1988, roughly half of all seasonal crop farmworkers migrated: traveled at least 75 miles for a U.S. job. Since then, the share of workers who migrate has dropped by more than in half, hitting 18% in 2012.

The post Are migrant farm workers disappearing? appeared first on OUPblog.

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12. Affirmative action for immigrant whites

In mid-February the Public Broadcasting Service aired a four-hour documentary entitled The Italian Americans, an absorbing chronicle of one immigrant group’s struggles and successes in America. It has received rave reviews across the country. For all its virtues, however, the film falls short in at least one important respect.

The post Affirmative action for immigrant whites appeared first on OUPblog.

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13. Beyond immigration detention: The European Court of Human Rights on migrant rights

Over 30,000 migrants, including rape and torture victims, are detained in the UK in the course of a year, a third of them for over 28 days. Some detainees remain incarcerated for years, as Britain does not set a time limit to immigration detention (the only country in the European Union not to do so). No detainee is ever told how long his or her detention will last, for nobody knows. It can be days, it can be years.

The post Beyond immigration detention: The European Court of Human Rights on migrant rights appeared first on OUPblog.

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14. Interpreting César Chávez’s Legacy with Students

Guest BloggerIn this guest post, Sara Burnett, education associate at the American Immigration Council, presents strategies and resources to enrich the classroom with the legacy of César Chávez. This blog post was originally posted at the American Immigration Council’s Teach Immigration blog.

“When the man who feeds the world by toiling in the field is himself deprived of the basic rights of feeding and caring for his own family, the whole community of man is sick.”   — César Chávez

César Chávez was a Mexican-American labor activist and civil rightsWhen the man who feeds the world by leader who fought tirelessly throughout his life to improve the working conditions of migrant farm workers. A man of great courage, he championed nonviolent protest, using boycotts, strikes, and fasting as a way to create sweeping social change. Importantly, his work led him to found the United Farm Workers union (UFW).

His remarkable achievements towards social justice and human rights serve as an excellent example to young people of how vital their voices are in bringing about change and championing causes that are as relevant today as they were in his day.

One group of middle school students in Fellsmere, FL has done just that by writing and producing a short news broadcast “The Hands That Feed Us: A Migrant Farm Workers Service Project,” highlighting the unfair labor practices and strenuous conditions of migrant farmworkers who pick oranges in their community. Their teachers are winners of the American Immigration Council’s 2014 community grants program which helped to fund this service-learning opportunity. Their project culminates with a school-wide donation drive for materials sorely needed for migrant farmworkers.

Inspired to enrich your classroom with the legacy of César Chávez? 

Start with a lesson

Interpreting the Impact of César Chávez’s Early Years

In this immigration lesson plan, students will understand how César Chávez’s adolescence as a migrant farm worker influenced his later achievements.  First, students will analyze how an artist and biographer have interpreted Chávez’s legacy.  Then by reading excerpts from Chávez’s autobiography, students will draw connections between how his early years shaped his later beliefs and achievements around organized labor, social justice, and humane treatment of individuals. Once students have read and critically thought about these connections, they will write a response supported with evidence from the text to answer the investigative question on the impact of Chávez’s early years and development.  This Common-Core aligned lesson includes extensions and adaptations for ELL students and readers at multiple levels.

Use visuals and picture booksCESAR

Appropriate for younger students, but inspirational for all ages, picture books have a unique capacity to captivate and educate. The following books all have linked teacher’s guides.

Poems to Dream Together/Poemas para Soñar Juntos by Francisco Alarcón pays tribute to those who toil in the fields, and to César Chávez. This is an excellent bilingual book to use in your celebration of National Poetry Month in April.

Amelia’s Road by Linda Jacobs Altman explores the daily life of migrant farm working in California’s Central Valley from a child’s perspective. According to the publisher, Lee and Low Books, “it is an inspirational tale about the importance of home.”

First Day in Grapes by L. King Perez follows Chico and his family traveling farm to farm across California where every September they pick grapes and Chico enters a different school. But third grade year is different and Chico begins to find his own voice against the bullies at his school

Calling the Doves / El Canto de las Palomas by Juan Herrera is the poet’s account of his own childhood as a migrant farmworker.  Beautifully illustrated and composed in Spanish and English, Herrera describes the simple joys he misses from his native Mexico as well as detailing his personal journey in becoming a writer.

A brief video Mini-Bio: César Chávez sets the foundation for older students to learn about the major achievements of Chávez’s life.

Initiate a community service project

Chávez was explicit about the need to serve one’s community. As a class, identify a need in your community and then brainstorm ways that students can make a difference from running a donation drive to decorating school walls in order to welcome all students and families.  Take inspiration from the students in Fellsmere, FL for a more intensive project and let us know about it and apply for our community grants.

Extend learning into the present state of migrant farm workers

Read How Inaction on Immigration Impacts the Agricultural Economy (American Immigration Council) and What happens when more than half of migrant workers are undocumented? (Michigan Radio)  Ask students: What is the status of migrant labor today in the U.S.?  How much has changed and stayed the same since Chávez’s early childhood?

Read Interview with a Crab Picker (Public Welfare Foundation) and explore what it is like to apply for U.S. jobs while residing in the home country.  Pair this reading with the short film about a Public Welfare Foundation grantee: Centro De Los Derechos Del Migrante, Inc. available on their website. Ask students:  How do these recent interviews and stories compare and contrast with the conditions facing Chávez and his family? How are some individuals in home countries benefitting from sending migrant workers to the U.S.?

Have more ideas on teaching César Chávez and his legacy with students?  We’d love to hear them.  Email us at teacher@immcouncil.org and follow us on twitter @ThnkImmigration.

Sara SelfSara Burnett is the education associate at the American Immigration Council, a non-partisan non-profit dedicated to honoring our nation’s immigrant past and shaping our immigrant future. She was a former public high school English teacher in Washington D.C. and Vermont. She holds a MFA in Creative Writing from the University of Maryland, College Park, where she taught a service-learning and creative writing with undergraduates and recently immigrated high school students. Additionally, she holds a MA in English Literature from the University of Vermont, and a BA in English and Economics from Boston College. 

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15. Review: Preparation For The Next Life by Atticus Lish

This is one of those books that immediately after you start reading you know you are in the hands of a wonderful writer. Atticus Lish has delivered a delicately savage critique on post-9/11 America and the so-called American Dream in a beautiful love story of an illegal immigrant and an American soldier recently returned from […]

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16. Prisons built to expel

Every few months, a new report announces the breakdown of the British immigration system. In January, the Committee of Public Accounts issued a searing review of the Home Office’s migration policy. Three months earlier, the National Audit Office released a near-identical critique.

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17. Review – Teacup

I want to frame this picture book and hang it on my wall. To label Teacup as having bucket-loads of appeal for audiences familiar with and sympathetic to displacement, migration, social disruption and family change strips away the myriad of other sophisticated, elegant qualities this book deserves to be described by. It is simply sublime. […]

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18. Spotlight On: REFORMA’S Children in Crisis Project

From time to time here on the LEE & LOW blog we like to shine a spotlight on organizations, companies, or projects that move us. Today we’re featuring a special project close to our heart: the Children in Crisis Project from REFORMA, the National Association To Promote Library and Information Services to Latinos.

Preparing books for donation (image from REFORMA website)

Last year, over 70,000 unaccompanied children crossed the Southern border into the United States. This is a true humanitarian crisis, with many of these children ending up in detention centers, awaiting immigration processing or deportation. They have few or no personal belongings, don’t know English, and have been separated from their families with no sense of if or when they will be reunited.

Oralia Garza de Cortes, Lucía Gonzalez, and Patrick Sullivan are three longtime members of REFORMA who were moved to help. They implemented the Children in Crisis project to solicit donations, purchase, and deliver books and backpacks to the children in detention centers. In the first phase of the drive, they raised enough funds and donations to deliver 300 books to children in the McAllen Texas Centralized Processing Center, and they have since delivered several hundred more. Currently they are coordinating donations of backpacks that will contain books as well as paper, pencils, erasers, crayons and a writing journal for children to use in their journey toward their destination.

The project is a moving illustration of how librarians essentially serve as caretakers of their communities, bridging the gap between resources and the people who need them. “As the immigrant child that I was, I remember that first librarian taking me to the Spanish section with three or four Spanish books. I hope every child will find that librarian, like an oasis in a desert,” said Lucía Gonzalez.

When asked why they felt that librarians should have a role in outreach to these children, Oralia Garza de Cortes said, “We reached out as a humanitarian cause, just something so overwhelming that we really had to come together to do something.”

Patrick Sullivan added, “It’s also a counterbalance to some of those xenophobic Americans. The initial reception that some of these people received . . . was depressing and doesn’t show how we are as Americans. Librarians reach out to their communities every day and this was something we had to respond to. ”

The process for getting the books into children’s hands was a challenging one, given detention centers’ heavy regulation and policing. The group made contact with the border patrol, non-governmental organizations (NGOs), and even contractors in order to find a way to deliver the books. “The books were welcome, but the problem was getting in touch with the right people,” said Sullivan. They were prohibited from entering the detention facilities themselves to deliver the books.

Delivering books to a shelter. (image from REFORMA website)

“This is just mega gyms full of people lying on mattresses on the floor and there’s just no space,” said Garza de Cortes. “They are in these freezing warehouses and have no idea what’s happening. If they had a good book, that would take them along on their journey.”

Although it would be an added effort, the group decided to include bookplates in each donated book, an idea that came from longtime REFORMA member Sandra Valderrama.  “It was cumbersome, but to have the message in the book saying, ‘This is your book, and you’re free to take it wherever you want and it will give you light and be your companion,’ it was a very powerful message,” said Garza de Cortes.

Said Gonzalez, “For many of them this is the first book they own and it is a very unique experience.”

The group hopes the donated books will serve as the beginning, not the end, of children’s relationship with their libraries.  “What we’d like to do is interject ourselves to those kids who will eventually end up in the United States,” said Sullivan. “There are contacts that can happen that go beyond just the books. We’re trying to convey the idea that libraries are these free open places with lots of information.”

“The families need guidance,” said Gonzalez. “If they don’t have a place like the public library, where are they going to go? How are they going to get this information?”

Garza de Cortes, Gonzalez, and Sullivan were named 2015 Movers & Shakers by School Library Journal for their work. You can learn more about ways to help here.

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19. How a Writing Contest for Students is Changing the Immigration Narrative

LEE & LOW BOOKS has two writing contests for unpublished authors of color: the New Voices Award, for picture book manuscripts, and the New Visions Award, for middle grade and young adult manuscripts. Both contests, which are now open for submissions aim to recognize the diverse voices and talent among new authors of color who might otherwise remain under the radar of mainstream publishing.

In this guest post, we wanted to highlight another groundbreaking writing contest that’s bringing attention to marginalized voices and fostering a love of writing in students: the Celebrate America Writing Contest run by the American Immigration Council. Coming into its 19th year, the Celebrate America Writing Contest for fifth graders has been bringing attention to the contributions of immigrants in America through the eyes and pens of our youngest writers.

In this guest post, Claire Tesh, Senior Manager of Education at the American Immigration Council, discusses the mission of the Celebrate America Writing Contest and how it has helped to shape the immigration narrative.claire tesh

It is impossible to escape the negative vitriol and hateful rhetoric around the issue of immigration that dominates the headlines, talk radio, popular culture, and in some cases the dinner table. In an effort to educate children and communities about the value of immigration to our society The American Immigration Council teams up with schools and community groups to provide young people the resources and information necessary to think critically about immigration from both a historical and contemporary perspective, while working collaboratively and learning about themselves and their communities.

The American Immigration Council developed “Celebrate America,” an annual national creative writing contest for fifth graders, because they are at the age where they are discovering their place in the world both locally and globally. They are also finding their own voice, opinions and ideas through writing, creating and sharing.   Students at this age start making sense of current events; they have a better working knowledge of basic history, and have a sense of global awareness.

Thousands of Entries

“Celebrate America” began 19 years ago with just a couple dozen entries. Today it has grown to over 5,000 entries annually! Since 1997 a total of close to 75,000 students have participated in two dozen cities, in nearly 750 schools and community centers across the nation.

As the lead on the contest since 2006, I have read thousands of entries and have attended numerous events featuring the writers. It is difficult to pick just one example, but in 2008 the winning entry America is a Refuge really showed how much a 10-12 year old can comprehend about the issue. That year, the winner, Cameron Busby, explained to a reporter from the Tucson Citizen that “I want to be a horror writer when I grow up,” and in order to tell the story of America being a place people come to be safe and thrive, he used bits and pieces of some of his classmate’s true horror stories of their own or their family member’s immigration journeys. This excerpt shows the young writer’s entry and how he made sense of injustice and how America has always been a nation symbolic as a beacon for hope:

A small child holds out a hoping

hand,

a crumb of bread,

or even a penny just to be fed

Hoping America is a refuge. A 

child weeps over her mother’s 

lifeless body,

the tears streaming down her

face

Praying America is a refuge.

Part of the reason why it’s a popular contest is because it fits neatly with the fifth grade curriculum and it is easy for teachers to implement by offering timely lessons and expository learning opportunities from classroom visits by experts to interactive web-based games. The contest is unique in that it allows for any written work that captures the essence of why the writer is proud that America is a nation of immigrants and students can express themselves through narrative, descriptive, expository, or persuasive writings, poetry, and other forms of written expressions. The teaching and learning opportunities the contest brings to both the classroom and the community has made it very popular and most teachers who participate do so year after year.In the Classroom

Monica Chun, a teacher from Seattle who has participated in the contest for several years and whose student, Erin Stark, was a national winner in 2013, starts the assignment by asking students to ask their relatives at home a question: “Who was the first person in our family to come to America?” No matter what ethnicity or how recent or distant a family’s arrival be, every student is going to have a unique answer to this question.

Involving the Community

”Celebrate America” encourages youth, families and surrounding communities to evaluate and appreciate the effects of immigration in their own lives. The unique contest includes the following components:

  • Immigration attorneys or trained volunteers visit classrooms, whether in person or virtually. The visitors give short presentations about the history of American immigration and the contributions immigrants have made over the years;
  • Teachers complement the contest by implementing lessons about immigration, social justice and diversity into their curriculum;
  • The American Immigration Council provides classrooms with innovative, relevant, and interactive lessons and resources;
  • Communities organize events, naturalization ceremonies and other celebrations to showcase the local winners;
  • The winning entry from each locale is sent to the national office and judged by well-known journalists, immigration judges and award winning authors;
  • The winning entry is read into the Congressional record, a flag is flown over the Capitol in the winner’s honor and the winner reads their entry at a 700+ person event that celebrates immigration; and
  • In the submissions the youth voice brings hope that there will be solutions to the immigration debate.

The American Immigration Council believes that teachers, parents, and students are essential to building a collective movement toward a better future: in our classrooms, in our schools, and in the larger society.   With the community’s engagement, educators, parents and students can help bridge this divide and approach the issue of immigration with intelligence and empathy.

american immigration council

Contest Impact

The contest has an impact not only in the schools and communities that participate, but also in the halls of Congress. Each year when the winning entry is read into the Congressional Record, it is rewarding to know that our leaders are hearing words of wisdom from a young person who has big ideas and who has chosen to use their voice to invite others to learn about immigration and to celebrate America’s diversity.

When the winning entries are read to new citizens at naturalization ceremonies or at dinner galas in communities of all sizes, almost every attendee has tears in their eyes because the young readers are speaking from their hearts and they represent the future. Each and every year the young writers continue to surprise us with the depth and empathy in their writings whether it is their common sense solutions to an immigration system or the story of their own immigrant background. Any writer, no matter how old and how experienced, should look at these entries to get a sense for authentic voice and various styles of writing. The thousands of students who submit to the contest get recognized in their communities and the affect is exponential because students start in the classroom and their voice continues to be shared within their schools, within their communities and beyond.

The students participating in “Celebrate America” are America’s future citizens, voters, educators and activists and it is truly an honor to shape the contest so that it provides some of the tools to think critically about immigration and to learn to explore the economic and moral effects of immigration policy as they engage in the public debates. But, today as we try to navigate the complicated maze that is immigration law and policy, it is through their incredible choice of words, that they are our guides, our teachers, and our voices of reason.

For further information on eligibility and submission process:

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20. ‘Us’ and ‘Them': Can we define national identity?

Surveys show that a high percentage of British citizens "feel British." But what exactly do people have in mind when they say this? People may think differently about this question, and perhaps it is also British to give various meanings to British identity. Still, can we define what it is to "feel" British? Or even what is un-British—be it a pattern of behavior, a belief, or a way of doing things?

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21. Aylan Kurdi: A Dickensian moment

The international response to the photographs of the dead body of three year-old Syrian boy Aylan Kurdi, washed ashore on a Turkish beach on 2 September 2015, has prompted intense debate. That debate has been not only about the proper attitude of Britain and other countries to the refugee crisis, but also about the proper place of strong emotions in political life.

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22. Migrants and medicine in modern Britain

In the late 1960s, an ugly little rhyme circulated in Britain’s declining industrial towns. At the time, seemingly unstoppable mass migration from Britain’s former colonies had triggered a succession of new laws aimed at restricting entry to Britain, followed by a new political emphasis on ‘race relations’ intended to quell international dismay and reduce internal racial tensions.

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23. How to Create a Schoolwide Program to Celebrate Student Writing and Heritage

Want to inspire future poets, writers, and dreamers? One elementary school in San Francisco did just that with an author study of U.S. Poet Laureate Juan Felipe Herrera.

Lorraine Orlandi, Community School Coordinator, shared with us the goals, preparation, and impact of their Latino Heritage Celebration.

With National Hispanic Heritage Month in the fall, Paul Revere School K-8 selected Juan Felipe Herrera to study and honor for Herrera’s activism and body of work, as well as his ties to San Francisco.How One School

When do your school make time for artist studies?

“We have three major cultural celebrations each school year: for Latino heritage, African American heritage and Asian-Pacific Islander heritage. For each, we have an intensive artists residency of about six weeks to prepare students to perform in school-wide assemblies and at an evening event for the entire community.”

Why choose author Juan Felipe Herrera?

“We have struggled to connect the history and values being taught through these artists’ residencies with our day-to-day classroom teaching and learning. Juan Felipe Herrera’s work provided the perfect vehicle for our school, which includes a Spanish Immersion strand in addition to the general English strand. Students in all classes could access the work and it provided a unifying element for the learning and celebration. The project fit within our school-wide literacy goals. It was a breakthrough that we hope to be able to extend to all of our cultural celebrations in the future.”

Student Work from Paul Revere School K-8
Student Work from Paul Revere School K-8

What kind of work is involved for staff?

“Preparation included teacher training around materials — we bought a bunch of books, found videos and teaching guides online. Teachers had an opportunity to meet all together and in grade-level groups to discuss how to use the materials. As you know, some of the work was eventually posted for colleagues and families to see.”

How does the program pair the content with literacy?

“In our school-wide project for grades K-8, students across grade levels responded to the work of Juan Felipe Herrera as a way to learn about and celebrate Latino heritage and consider their own identities within our diverse school population. The books and poetry gave teachers wonderful tools for strengthening our commitment to using culturally responsive materials in the classroom, and to connect students’ learning to their own experiences.”

How do teachers incorporate Juan Felipe Herreras work into their curricula?

  • Two fifth-grade classes worked with a teaching artist to learn the poems “Laughing out Loud, I Fly” (Harper Collins) and the poem “(Vamonos La Kiva Casa Libre)” (from 187 Reasons Mexicanos Can’t Cross the Border, City Lights) and choreograph movements to the poems. They read the poems and performed the dances at the assemblies and evening event.
  • Our sixth-graders presented the poetry they had written in response to “Quien Quiere Correr Conmigo?”.
  • Our kindergarten classes and a special day class for K-2 created work in response to Desplumado and Grandma and Me at the Flea.
  • Our first-grade Spanish Immerison class created work inspired by reading Upside Down Boy.
  • We also featured some of this work in the final performances and presentations.

    desplumado-1
    Student Work from Paul Revere School K-8

Juan Felipe Herrera Book Collection (4 Paperbacks)

Ready to bring books to life and allow students to see themselves as creators? Start with some resources:

Jill Eisenberg, our Senior Literacy Specialist, began her career teaching English as a Foreign Language for second through sixth grade in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in the Bay Area, CA as a Teach for America corps member where she became passionate about best practices for supporting English Language Learners and parent engagement. In her column for Lee & Low’s The Open Book blog, she offers teaching and literacy tips for educators.

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24. Generations of asylum seekers

With this family history behind me, questions of immigration are never far from my mind. I owe my existence to the generosity of the UK in taking in generations of refugees, as well as the kindness shown by one wealthy unmarried Christian woman – who agreed to foster my father for a few months until his parents arrived, but as that never happened, becoming his guardian until adulthood.

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25. Immigration in the American west

The headline reads: “Border State Governor Issues Dire Warning about Flood of Undocumented Immigrants.” And here’s the gist of the story: In a letter to national officials, the governor of a border state sounded another alarm about unchecked immigration across a porous boundary with a neighboring country. In the message, one of several from border state officials, the governor acknowledged that his/her nation had once welcomed immigrants from its neighbor, but recent events taught how unwise that policy was. He/she insisted that many of the newcomers to his/her state were armed and dangerous criminals. Even those who came to work threatened to overwhelm the state’s resources and destabilize the social order.

Indeed, unlike earlier immigrants from the neighboring nation who had adapted to their new homeland and its traditions, more recent arrivals resisted assimilation. Instead, they continued to speak in their native tongue and maintain attachments to their former nation, sometimes carrying their old flag in public demonstrations. Worse still, the governor admitted that his/her nation seemed unwilling to “arrest” the flow of these undocumented aliens. Yet, unless the “incursions” were halted, the “daring strangers,” who are “gradually outnumbering and displacing us,” would turn us into “strangers in our own land.”

Today’s headline? It could be. The governor’s fears certainly ring familiar. Indeed, the warning sounds a lot like ones issued by Governor Rick Perry of Texas or Jan Brewer of Arizona. But this particular alarm emanated from California. That might make Pete Wilson the author of this message. Back in the 1990s, he was very vocal about the dangers that illegal immigration posed to his state and the United States. As governor, Wilson championed the “Save Our State” ballot initiative that cut illegal aliens from access to state benefits such as subsidized health care and public education. He campaigned on behalf of the initiative (Proposition 187) and made it a centerpiece of his 1994 re-election campaign.

Wilson, however, was not the source of the letter cited above. In fact, this warning dates back to 1845, almost 150 years before Proposition 187 appeared on the scene. Its author was Pio Pico, governor of the still Mexican state of California.

The unsanctioned immigrants about whom Pico worried were from the United States. Pico had reason to be concerned, especially as he reflected on events in Texas. There, the Mexican government had opted to encourage immigration from the United States. Beginning in the 1820s and continuing into the 1830s, Americans, primarily from the southern United States, poured into Texas.

Map of  CA, NV, UT and western AZ when they were part of Mexico"California1838" by DigbyDalton - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons.
Map of CA, NV, UT and western AZ when they were part of Mexico, “California1838″, by DigbyDalton. CC BY-SA 3.0 via Wikimedia Commons.

By the mid-1830s, they outnumbered Tejanos (people with Mexican roots) by almost ten to one. Demanding provincial autonomy, the Americans clashed with Mexican authorities determined to enforce the rule of the national government. In 1836, a rebellion commenced, and Texans won their war of secession. Nine years later, the United States annexed Texas. And now, claimed Pico, many officials of the United States government openly coveted California, their expansionist designs abetted by American immigrants to California.

In retrospect, the policy of promoting American immigration into northern Mexico looks as dangerous as Pico deemed it and as counterintuitive as it has seemed to subsequent generations. Why invite Americans in if a chief goal was to keep the United States out? Still, the policy did not appear so paradoxical at the time. There were, in fact, encouraging precedents. Spain had attempted something similar in the Louisiana Territory in the 1790s, though the territory’s transfer back to France and then to the United States had aborted that experiment. More enduring was what the British had done in Upper Canada (now Ontario). Americans who crossed that border proved themselves amenable to a shift in loyalties, which showed how tenuous national attachments remained in these years. From this, others could draw lessons: the keys to gaining and holding the affection of American transplants was to protect them from Indians, provide them with land on generous terms, require little from them in the way of taxes, and interfere minimally in their private pursuits.

For a variety of reasons, Mexico had trouble abiding by these guidelines, and, in response, Americans did not abide by Mexican rules. In Texas, American immigrants destabilized Mexican rule. In California, as Pico feared, the “daring strangers” overwhelmed the Mexican population, though the brunt of the American rush did not commence until after the discovery of gold in 1848. By then, Mexico had already lost its war with the United States and ceded California. Very soon, men like Pio Pico found themselves strangers in their own land.

Featured image credit: “Map of USA highlighting West”. CC-BY-SA 3.0 via Wikimedia Commons.

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