Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators

Autor/in	Kong, Luis J.
Titel	Immigration, Racial Profiling, and White Privilege: Community-Based Challenges and Practices for Adult Educators
Quelle	In: New Directions for Adult and Continuing Education, (2010) 125, S.65-77 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
Schlagwörter	Educational Strategies; Race; Law Enforcement; Immigration; Immigrants; Racial Bias; Indigenous Populations; Whites; Nationalism; Educational Practices; Barriers; Racial Identification; Mexicans; Transformative Learning; Community Education; Social Change; Adult Educators + Suchen Sie Ihr Suchwort? Lehrstrategie; Rasse; Abstammung; Gesetzesvollzug; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Sinti und Roma; White; Weißer; Nationalismus; Bildungspraxis; Mexikaner; Pädagogische Transformation; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Sozialer Wandel; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende
Abstract	In this chapter, the author will explore the significance of race from a social constructionist perspective. He will focus on immigration laws and on examples of legal cases that have set the stage for current definitions of whiteness and racial identification. A community-based transformational organizing model will be presented. The model will be explained by describing the challenges and educational strategies used by an immigrant rights organization in dealing with federal and local law enforcement agencies that were in the process of shifting unauthorized immigration from a civil to a criminal offense. The conclusion of this chapter will reflect on how and in what ways this transformative, organizing approach involves relational and contextual dialogue to build a community of learners through action. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10