Explores how teachers can effectively educate students who immigrate from Haiti, the Dominican Republic, and other island nations and countries.The practices and values in the U.S. educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. In this collection, three educators and will draw on research, as well as their experiences as immigrants and educators, to address racial inequity in the classroom. With a focus on Haitian and Dominican students in the U.S., the authors will reveal the challenges that immigrant and first-generation students face. They'll also offer solutions to pressing questions such as:• how can educators support Haitian Creole-speaking students;• how do language policies and social justice intersect?;• how can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum?

Chapter 1MY EDUCATIONAL WORLDDemocratic Pedagogy and Engaged CitizenryPatrick SylvainChapter 2TELL ALL THE OTHERS OUR STORYMarie Lily CeratChapter 3FUNDS OF KNOWLEDGECulturally Relevant, Culturally Sustaining, and Reality PedagogiesJalene TameratChapter 4TRIANGULATED IDENTITIES ACROSS BORDERSRace, Color, and CitizenshipPatrick SylvainNotes