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MIGRANT DAY RETURN TO THE CLASSROOM Sonoran: CHILDREN AND YOUNG MIGRANTS FOR ALL ISRAEL

Tribuna del Yaqui

Urban Observatories

December 12, 2009

Gloria Valdez-Gardea Ciria *

In recent years, policies anti-immigrant applied by the U.S. government have severely affected the welfare of hundreds of families of Mexican immigrants. For example, during the first seven months of 2009, the Working Group of the Commission on Population, Borders and Migration Affairs of the House of Representatives, reported that at least 90 thousand Mexican children were deported by the U.S. government. Have also been deported approximately 300 000 adults.
The study states that about 15 percent of children, about 13,500 live in the Mexican border without any government protection and, at best, are attended by religious institutions or NGOs.
Anti-immigrant policies, coupled with the economic crisis facing the neighboring country, have caused the separation of families when a parent is deported, or repatreación "voluntary" entire families to the economic and political situation that exists in the together. For example, from 2004 to 2008, 82.341 Mexicans have welcomed the voluntary repatriation program, which offers "the possibility of returning to their home at no cost to them, which prevents the death of those family trying to achieve by entering the U.S. for the desert areas of the corridor Sonora (Mexico)-Arizona (United States). "
According to the Ministry of Foreign Affairs (SRE) in the month of September 2009, voluntarily returned to Mexico 10.561 Mexicans living in the United States, 20.65 percent of them women and 814 minors. Trance
This affects the most vulnerable: the children.
When families return to Mexico voluntarily or not, children face social and cultural environment and impose particular institutions to enter the educational system in our country.
The Ministry of Education and Culture (SEC) in Sonora has reported on the arrival of children and youth with educational experience in U.S. classrooms Sonora schools in the past two years.
For example, in the 2008-2009 school year were received in 1.114 sound boys in primary and 164 secondary, 1.278 children in total. In this school has received 1134 primary level students and 164 secondary. In both seasons, most of these children in the state of Arizona.
The ignorance of the situation being experienced by children in their integration into the classroom Sonora and the particular needs for better development in the academic, social and cultural development has been little studied. What he brings, what leads, what brings the migrant children to school Sonoran? What's receiving the migrant children in the classrooms Sonora for their educational experience? These are questions that we want to respond. Therefore, on 29 January 2010, the Migrant Children seminar session devoted to the topic: "The return to the classroom Sonora: migrant children and youth." We wait.

* Professor and researcher of the Center for North American Studies at El Colegio de Sonora
gvaldez@colson.edu.mx

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Matias COME TO OUR CLASSROOMS

Outside Express route

November 7, 2009

Gloria Valdez-Gardea Ciria ^*

remember when I got to school Diego Rivera, the third grade, I was scared, not knowing speak English well, they laughed at me, felt like the communication barrier was going to do that take advantage of me ... "each word, meditating, thinking, Matthias Israel touches his forehead, scratches his hair as he relives the emotions and continuous ... "We came because my dad lost his job in California, then to me I liked school, but I felt that nobody liked here, the children did nothing cried a lot, not wanting to participate, had no motivation, until the teacher yelled. Then, while I did not want to participate, children saw me as having a defect, it laughed at me when he raised his hand, that was the beginning. U.S. teachers made you feel better if something happened or cried in order to open self-esteem, aggression seen here as something normal. The more you suffer more mature. There (U.S.) education is more personal, more dialogue rather than just communication as is done here. The dialogue is more interactive teachers are interested in creating a knowledge experience, and this is just communication: convey an idea without necessarily having a receiver, and if you catch the message or not, that's your problem.

There're worried that capturing and here, as sometimes they are not interested ... "" To say the latter Israel Matthias, as he likes to be called, opens her beautiful eyes, framed by long dark eyelashes, as seeking an answer to this claim, stares deep and continues: "Such 'cheek' made me mature.

understood when I said 'damn smack guey ball, do not be stupid ', they were joking, I learned to read between the lines. I feel stronger ... "" Still with an accent said: "I feel more belonged ..." In recent years, anti-immigrant policies implemented by the U.S. government and the economic crisis have severely affected hundreds of Mexican families who had to return to our country. The most vulnerable population are minors as Israel Matias, who face significant challenges especially when entering the educational system in our country. Details of the SEC indicate that in the present 2009-2010 school year have been received in our state to 1134 students primary and 164 secondary.

view of this we wonder: Is the education system ready to receive in terms of human infrastructure, material, administrative and curriculum, how given the inclusion of these children and what are the challenges of language, socialization and learning presented?, are we ready for the challenges facing the imminent increase in children with educational experience in the U.S.? At the moment are more questions than answers, which we have on this emerging phenomenon. The return of migrant children invited to take a look at the structural situation of the education system in general and visible public policy educational crisis. Better leave it here ...

* Professor and researcher of the Center for North American Studies