This volume addresses global forced displacement, highlighting efforts to help displaced individuals feel at home in their new countries. It focuses on Latino, Hmong, and African immigrants in the US and Canada, exploring what it means to be a good member of society, regardless of citizenship.
Describing global trends in forced displacement in 2019, Filippo Grandi, United Nations High Commissioner for Refugees declared that we are witnessing a changed reality in that forced displacement nowadays is not only vastly more widespread but is simply no longer a short-term and temporary phenomenon. At the end of 2019, almost 80 million people had been forced to leave the place they called home as a result of persecution, conflict, violence, human rights violations or events seriously disturbing public order, according to the United Nations High Commission for Refugees.
This volume presents the concerted efforts of chapter contributors to alleviate the alienation of those who have been displaced and help them to feel at home in the country in which they have sought refuge. Chapter contributors highlight their endeavors specifically with Latino, Hmong, and African immigrants in the United States and Canada, as well as with a veritable united nations of immigrant identities in general. Endeavors oriented to making immigrants feel at home inevitably raise the vexed question of what it means to be a good member of a societyregardless of whether one is a citizen.
Introduction.
Chapter
1. Harnessing the Power of Family Leadership for Immigrant Students;
Aurelio M. Montemayor and Nancy Feyl Chavkin.
Chapter
2. Embroidering Collaboration Across University, Community, and
School Contexts: The Hmong Children's Longitudinal Study; Zha Blong Xiong,
Malina Her, Lillie Lee, and Choua Yang.
Chapter
3. A Holistic Approach to Strengthening the Home/School/University
Partnership in Support of Refugee Students; Rui Niu-Cooper, Lisa McManus, and
Raul Ysasi.
Chapter
4. Examining How Partnerships in a Full-Service Community School
Influence the Educational Experiences of Immigrant and Refugee Youth;
Kathleen Provinzano, Kristin L. K. Koskey, and Toni Sondergeld.
Chapter
5. Cultivating a Sense of Place for and With Immigrant Students
Through University, School, Community Partnerships; Amanda Eppley, Myrna
Ortiz Villar, and Deborah McKoy.
Chapter
6. Building Parent-School Partnerships Through the Hispanic Parent
Leadership Academy; Daniela M. Susnara, M. Blake Berryhill, Elizabeth K.
Wilson, and Andrea Ziegler.
Chapter
7. Citizenship: Community Engagement and Community Change; Carolyn
Colvin, Dan Stevenson, and Richard Barajas.
Chapter
8. University and Charter System Partnership: Using Equity Based
Design Improvement to Build Community Capital; Doris Candelarie, Janet
Filbin, and Rachel Kamnkhwani.
Chapter
9. The Intricate Nature of 21st Century Students: Exploring
Intersectionality and Persistence Among Immigrant Students at Canadian
Universities; Alyson E. King, Nawal H. Ammar, and Susan M. Brigham.
Chapter
10. The King County Play Equity Coalition: Focusing on Increasing
Youth Physical Activity Through School-University-Community Collaboration;
Julie McCleery and Katharine Olsen.
Chapter
11. Improving Educational Access and Outcomes of Latinx Students: A
Critical Collaboration; Charlotte R. Hancock and Greg A. Wiggan.
About the Authors.
