Department of Teaching, Learning and Teacher Education


Teacher Perspectives on Equitable Education for Immigrant Students

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Hamann, E. T., Diaz, C., Eckerson, J., Gray, T., & Morgenson, C. (2017). Teacher Perspectives on Equitable Education for Immigrant Students. Equity Spotlight Vodcast Series, Vol. 4. Indianapolis, IN: Midwest and Plains Equity Assistance Center. Indianapolis, IN: Midwest and Plains Equity Assistance Center.

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Copyright © 2017 by Great Lakes Equity Center


The purpose of this video is to introduce you to four teachers In Eastern Nebraska. Plus myself, a professor at the University of Nebraska (Lincoln). All of us with experience teaching immigrant students and all of us with expertise related to how to best serve the needs, as well as attend to the aspirations and opportunities of immigrant students. This Vodcast will share different perspectives from different folks. We're going to start this Vodcast, and we imagine this as the beginning of the series, basically by introducing ourselves, who are we, why are we on your screen. And then we're going to add on to that a handful of belief statements. I don't think it's easy to figure out what school is supposed to do unless we articulate what we think school is supposed to do, and then from that strategies will follow. Today we are recording who are we, and what do we believe comments, and to kick this off I'm going to start, just because I've already got the mic. My name is Edmund Hamann, although I go as Ted. I'm a professor in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska (Lincoln), and I'm also an equity fellow at the Midwest and Plains Equity Assistance Center. I began my career back in the early 1990s, leading an experimental bilingual family literacy program called Family Reading. Which had been co-developed by the National Council of La Raza and the Education Testing Service. The theme of considering immigrant students and families continued, I was the first in my work, but it continued when I wrote my master's thesis on bilingual paraprofessionals in Kansas, mediating between Spanish speaking households and primarily English speaking public schools, and then again when I wrote my dissertation on a partnership that connected Georgia's first majority Latino school district with a university in Mexico. That effort, the Georgia Project, included sending U.S. teachers on summer travel study to Mexico to learn about schools there. It included hiring Mexican teachers to serve temporarily as instructors in Georgia schools. It included a reimagining, revisioning, of the curriculum to be more responsive to those, in this case Mexican newcomers to Georgia. And then since then, first for the federally funded Northeastern Islands Regional Education Laboratory, which was then around university, and then more recently to the University of Nebraska. I have variously considered how school reform includes or excludes English learners, how school districts have responded to immigration enforcement actions, ICE actions In their communities, how curriculum can be adapted to be more accessible to international newcomers, and most extensively how schools in Mexico have received students with prior experience in the United States. In sum then, the biggest part of what I do is think about how schools and school systems respond to the transnationally mobile, whether students or parents, whether from Latin America to the U.S., or the U.S. to Latin America, and then how can they respond better.

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