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EXCHANGES PUBLICATION INFORMATION RECENT URBAN GROWTH IN THE GLOBAL CONTEXT: MIGRATION IN TRANSIT FOR ALTAR, SONORA

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INTERNATIONAL SEMINAR MIGRANT CHILDREN IN ISRAEL MATÍAS

"The English teacher does not know, but not corrected, I have fear that I scold" her mother told a child who is in fifth grade, and is part of a wave of returning migrants.

the absence of systematic quantitative and qualitative cutting on child migration was carried out International Seminar on Migrant Children on Friday January 29 at El Colegio de Sonora. On this occasion, the meeting of academic event titled "Children and young migrants return to the classroom Sonora" , in which participated Dr. Gloria Valdez Gardea Ciria , research professor of El Colegio de Sonora and Dr. Greek Toni Jones of University of Arizona, who has worked on both sides of the border.

regard, Greek Jones presented comparative data on the educational systems of the two countries. He stated that in the United States requires a license to teach and that, unlike Mexico, the curricula vary by state. He added that each educational district has a board elected by the same community, which decides the educational programs of the basic levels. He also noted some cultural characteristics of students, teachers and teaching methods.

He said: "Where do migrants come to America? in Mexico are 30 percent. When we talk about Latinos, they are mostly Mexicans. " He explained that while here in Sonora almost all children live in the area schools have a common origin and speak the same language, students in Arizona are very different. In a school district can be found over one hundred languages, but most speak English.

"It necessary to put a face to the migrant's return, "said Dr. Gloria Cirino Valdez Gardea, coordinator of the seminar, and made two testimonies of migrant students who returned to Sonora. The teacher Saenz Guadalupe Olivas, director of the Elementary 4-2 Lions Club, said his experience from the point of view of educators who receive this type of student.

Meanwhile, Hector Salazar recounted his experience when he returned to Sonora, after five years, to study high school. In this regard said: "I got to level (in Arizona), exceeding the level and everything was gone, "referring to his tenure truncated" other side "and the vicissitudes of access to a public high school in Sonora.

This seminar is ongoing challenge to make visible the problems of migrant children in academic and social, and share experiences cutting methodological and theoretical approach to the phenomenon.

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COLSON, JAMES AND ME. EDUCATIONAL EXPERIENCE IN BOTH SIDES OF THE BORDER MIGRANT CHILDREN INTERNATIONAL SEMINAR


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January 30, 2010

Gloria Valdez Gardea Ciria *

Research return migrant student is limited to be an emerging phenomenon. That is why the seminar Migrant Children have been given the task of visualizing these actors who live and confront daily in classrooms Sonoran their educational experience on both sides of the border.

need to put a face to return migrant children and meet their different biographies it is not a homogeneous group: Who are they, how to become academically and socially?, How they perceive their experience of return and how they are collected?, what they bring, they bring to their classrooms Sonoran educational experience in the neighboring country, what does leave, who long?; What will provide classrooms for educational experience Sonora? It is necessary to share their experiences and discuss how their voices articulate a social and political criticism involving the contexts in which they develop.

Their voices are an opportunity to review, among other things, administrative procedures for admission, in some cases, ignorance of their arrival by classroom teachers, the lack of a comprehensive program of social inclusion and academics that directs children to the area of \u200b\u200b"special education" or the psychologist and in the worst cases, retention, and ignorance that education encompasses much more than just the school experience.

Finally, two questions left to air fortunate advantage of the presence of teachers, school principals and officials from the SEC: being a migrant who returned gives a second-class status that implies not be completely Mexican? ";" in the case of indigenous migrants who have returned, it gives them a triple-class status, as well as not being indigenous to speak neither English nor English?

When released Sector Programme 2007-2012 of the SEP, Paul Latapí Sarre said: "The sector program of this administration is a long statement of purpose undiagnosed, not conceptual, no links with the historical development of each problem (...) It seems that the authorities gave priority to meet the technical shell of planning and had no sensitivity or time to provide a foundation of respect for their decisions (...) . This is disappointing, we have an educational program that has a minimum density of argument, not defined actors responsible for the actions proposed or offered any evidence to judge the viability of them, while most financial aspects are not addressed and "subject to the availability of resources" (January 2008).

* Teacher-Researcher Esudios Center of North America from El Colegio de Sonora. Email: gvaldez@colson.edu.mx