Dafney Blanca Dabach
Seminar on advanced topics in curriculum and instruction. Critical examination of current research and practice. Content varies. Prerequisite: permission of instructor.
Immigration studies have historically investigated distinct immigrant groups, rather than emphasizing immigration theory (Portes, 1997). In this doctoral seminar, we will have a different point of departure. Instead of turning our analytic lens on immigrants, we will examine the host society and how it receives immigrants. â€śContexts of receptionâ€? (COR) â€“ or the structural, organizational, and attitudinal spaces of reception that immigrants encounter â€“ will be a prime focus for this course. We will examine what it means to conduct immigration research with an eye toward understanding how host society institutions, settings, and groups mediate immigrant-origin youthâ€™s trajectories.
The course will have three parts: 1) Understanding how scholars have defined the host society and COR as objects of study 2) Government and bureaucratic integration (and exclusion), and 3) Schooling and the role of institutional agents. The course will conclude with examining teacher adaptation as a form of immigrant reception. A through-line for the course is: How do we investigate host societies and their contexts of reception, both conceptually and methodologically?
Student learning goals
Course Objectives: 1. Create a classroom community that fosters a deep exchange of ideas, possible when participants are willing to take risks, ask honest questions, and be open to revising ideas. 2. Examine course texts critically, with an eye toward assessing: a. the contributions as well as the limitations of the texts we read. b. Authorsâ€™ conceptualizations of their objects of study as well as their methods and evidence. 3. Develop a sophisticated understanding of research in the area of Immigration Studies, especially on topics of immigration, education, and schooling. 4. Articulate the benefits and limitations of an Immigration Studies approach that emphasizes host societies and their institutions. 5. Move forward on an individual project that enhances understandings about key course themes.
General method of instruction
Combination of discussion, lecture, student-led presentations and other activities.
Prerequisites: Ed C&I 540, 544, similar course work, or permission of instructor. If you do not meet these requirements but are still interested in taking the class, please speak with me. If you are especially interested in the topic and have relevant experience connected to the course themes, then you may benefit from taking this course even if you have not taken prior coursework. Some books that you may want to be familiar with if you have not taken the prerequisite courses are: 1. Olsen, L. (1997). Made in America. New York, NY: The New Press. 2. **SuĂˇrez-Orozco, C. & SuĂˇrez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press. 3. SuĂˇrez-Orozco, C. & SuĂˇrez-Orozco, M. (1995). Transformations: Immigration, family life, and achievement motivation among Latino adolescents. Stanford, CA: Stanford University Press. 4. Valenzuela, A. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany, NY: SUNY Press.
**Provides an overview of issues in immigration and education and includes data from the first year of the Longitudinal Immigrant Student Adaptation Study (LISA).
Class assignments and grading
A combination of assignments is designed to foster an engaged classroom environment, including student-led discussions and presentations, book reviews, and a culminating project that will advance students' work in relationship to course themes.
Grades will be assigned on the basis of a point system.