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1. One Family + Picture a Story: An Educational Guide to Videos made by Refugee Children. Smith, Annie; Razvi, Raeshman; Pinkston, Dazlynn; Rajkumar, Sumitra; McDermott, Meghan; Coryat, Diana. New York City, NY: Global Action Project, 2003
Availability: This resource is available free in PDF format on the Web at: http://www.global-action.org/refugee/GAP_EducationalGuide.pdf
The videos: “One Family” and “Picture a Story” may be purchased on the Web at: http://www.global-action.org.
To place an order with cash or check, e-mail media@global-action.org
To make a credit card purchase, click on the "Purchase This Video" link on the specific video page.
The video One Family may be seen free with Real Player at: http://www.global-action.org/refugee/video/index.html High-res (7.0 MB) and Low-res (2.3 MB) versions are both available.

This educational guide is a companion piece to the videos “One Family” (2002) and “Picture a Story” (2003), which were produced, directed and edited by refugee youth participants of Global Action Project’s Documentary Project for Refugee Youth. The Documentary Project was started by Raeshma Razvi in October 2001 with a core group of twelve refugees resettling in New York City. The group’s participants (ages 14-17) originally come from Sierra Leone, Bosnia, Burundi and Serbia. The Project uses documentary-style art and research (video, writing, photography, and multi-media) to bring together displaced youth, artists, and activists to creatively build community.

2. Stories Waiting to be Told: Refugee Students Find Their Voices, Harrison, Mary M. Teaching Tolerance. n.18, p.38-44, 2000 Fall.
Availability: This article is available free online at http://www.tolerance.org. Search the author's last name in the search box on the home page.

Describes how refugee students learned to deal with pasts that were traumatic or significantly different from their lives in the United States by telling or writing their stories. Their personal narratives helped those around them accept cultural diversity and understand why they react as they do to certain situations. Two sidebars present a consciousness-raising activity and resources.

3. Voices Wandered: An Anthology of Poetry and Art by Asian American Youth. Ng, Dianna; Mirani, Nisha; Liu, Karina; Lee, Helen, Editors. 78 pages. New York City, NY: The Asian American Writers Workshop, 2006.
Availability: This resource is available free in PDF format on the Web at: http://www.aaww.org/docs/Voices_Wandered.pdf (5.6 MB)

Voices Wandered is a collection of poetry and artwork written, compiled and edited by Asian American youth. The work in this anthology chronicles the exploration of identity and political beliefs, childhood memories, the examination of communication, whimsical musings, and many other enduring qualities of adolescence.

Refugee and Immigrant Arts and their role in Community Building

4. Brave New World: Nurturing the Arts in New Immigrant and Refugee Communities. Issues in Folk Arts and Traditional Culture Working Paper Series, #2. Bye, Carolyn, Austin, 11 pages. Austin, TX: Fund for Folk Culture. 2004.
Availability: This resource is available free in PDF format on the Web at:
http://www.folkculture.org/pdfs/bye_working_paper_02.pdf

This article dispels four common myths about immigrant and refugee communities in the United States, suggests strategies for funding immigrant and refugee artists and communities, and suggests creative ways to work more closely with cultural brokers and ethnic-led community based organizations.

5. Cultural Heritage Organizations: Nonprofits that Support Traditional, Ethnic, Folk, and Noncommercial Popular Culture. Rosenstein, Carole. 26 pages. Washington, DC: The Urban Institute, 2006.
Availability: This resource is available free in PDF format on the Web at:
http://www.urban.org/UploadedPDF/411286_cultural_heritage_orgs.pdf

This monograph provides an overview of nonprofit cultural heritage organizations in the United States and a snapshot of their structure, finances and programs. Dr. Rosenstein confirms that cultural heritage organizations are fundamentally community oriented, and that their primary intent to preserve and benefit youth, elders, immigrants, ethnic groups, neighborhoods, towns, and cities is both explicit and reflected in a broad programmatic range of activities beyond the arts. She also finds that cultural heritage organizations are small and lack financial resources compared with the nonprofit arts, culture and humanities sub sector. An interesting list of bibliographic references on arts and culture is provided.

6. Immigrant Participatory Arts: An Insight into Community-Building in Silicon Valley. Moriarty, Pia. 58 pages. San José, CA: Cultural Initiatives Silicon Valley, Inquiries into Culture Series, 2004.
Availability: This resource is available free in PDF format on the Web at: http://www.ci-sv.org/pdf/Immigrant_Arts_LR.pdf

This report details the results of a CI-SV study that examines participation in the arts by immigrants in Silicon Valley. Dr. Pia Moriarty finds that the dominant reason for the existence of amateur arts groups in immigrant communities derives from a strong desire of parents to maintain the structure, values, language, and traditions of their families. The study concludes that the participatory arts serve essential functions for Silicon Valley's immigrants and refugees in their ability to help them assimilate (to become civically and socially engaged) as well as maintain their cultural identity.

7. National Heritage Fellowships 1982-2007. 78 pages. Washington, DC: National Endowment for the Arts, 2007.
Availability: This resource is available free in PDF format on the Web at:
http://www.nea.gov/pub/heritage25th.pdf
The printed publication may also be ordered free of charge from the NEA Web Site at: http://www.nea.gov/pub/pubFolk.php?
Also included is the NEA National Heritage Fellowships DVD-ROM.

To celebrate the 25th anniversary of the award program, this book includes profiles of National Endowment of the Arts (NEA) National Heritage Fellowship recipients. In all, 70 Fellows are profiled, including the eight Bess Lomax Hawes recipients. A complete listing of all NEA National Heritage Fellowship recipients is included. A significant number of immigrant and refugee artists have been recipients of the award since its inception. Many of these “master artists” were first inspired as young children, learning their craft from community elders, and they seek opportunities to pass on their skills and their deep connection to their cultural heritage to their children and grandchildren and to future generations.

8. Report from the Field: A Dialogue on Refugee and Immigrant Issues.
Marcus, Laura; Westerman, William. Voices: The Membership Magazine of the New York Folklore Society. Volume 32, Fall- Winter 2006
Availability: This resource is available free in HTML format on the Web at:
http://www.nyfolklore.org/pubs/voic32-3-4/refugee.html

This report includes two essays. The Best of Everything: A Collaborative Approach to Refugee and Immigrant Traditional Arts describes a number of programs Laura Marcus designed and managed as the founding coordinator of the Art for New Immigrants Program at the Immigrant and Refugee Community Organization (IRCO) in Portland, Oregon. In Global Currents in Work with Immigrant Artists, William Westerman discusses the role of economics, memory and healing, and human rights in the work of immigrant and refugee artists.

9. The Art of Community – Creativity at the Crossroads of Immigrant Cultures and Social Services Marcus, Laura R., ed.; Petsod, Daranee, ed.; Skillman, Amy E., ed. 36 pages. Harrisburg, VA: The Institute for Cultural Partnerships; and Sebastopol, CA: Grantmakers Concerned with Immigrants and Refugees (a collaborative publication), 2006.
Availability: This resource is available free in PDF format on the Web at:
http://www.culturalpartnerships.org/Art-of-Community.pdf

A publication of ICP’s Building Cultural Bridges Initiative, The Art of Community – Creativity at the Crossroads of Immigrant Cultures and Social Services presents diverse professional perspectives that illustrate the merging of arts and culture with social services in support of newcomer communities. Drawing on personal experiences, the authors present model projects in Georgia, Illinois, Idaho, California and Pennsylvania that examine the traditional arts in relationship to such cultural integration issues as mental health, at-risk youth, economic development and English language acquisition. This publication provides tangible examples of the impact of arts and culture on the resettlement process. Some of the programs highlighted describe the positive development of refugee youth through the use of art.

10. The Changing Faces of Tradition: A Report on the Folk and Traditional Arts in the United States, Research Division Report # 38. Peterson, Betsy. 96 pages. Washington, DC: National Endowment for the Arts, 1996.
Availability: This resource is available free in PDF format on the Web at:
http://www.arts.gov/pub/Report38/FolkChanging.pdf

This report describes the breadth and depth of folk and traditional arts activity in the U.S. and how it is increasing in both the variety of cultural worlds involved and the level of activity.

Art Education Programs and Models

11. Critical Links: Learning in the Arts and Student Academic and Social Development. Deasy, Richard J., Ed. 160 pages. Washington, DC: Arts Education Partnership with support from the National Endowment for the Arts, 2002.
Availability: This resource is available free in PDF format on the Web at:
http://www.aep-arts.org/files/publications/CriticalLinks.pdf
To order printed copies, contact CCSSO Publications at (202) 336-7016.

Compendium summarizing and discussing 62 research studies, which detail the relationship between learning in dance, drama, music, multiple arts, and visual arts, and the development of fundamental academic and social skills.

12. Imagine! Introducing Your Child to the Arts. 68 pages. Washington, DC: National Endowment for the Arts, 2004.
Availability: This resource is available free in PDF format on the Web at:
http://www.nea.gov/pub/imagine.pdf

This reprint of the 1997 NEA publication revises and updates the previous edition's material on introducing children to the arts. Made for parents, the publication includes activities and suggestions in literature, dance, music, theater, visual arts, folk arts, and media arts aimed specifically at children ages 3-8 years old. Includes a pull-out guide of arts activities.

13. How the Arts Can Enhance After-School Programs. 24 pages. Washington, DC: National Endowment for the Arts; and the U.S. Department of Education, 2002.
Availability: This resource is available free in HTML format on the Web at:
http://www.nea.gov/pub/ArtsAfterSchool/artsedpub.html
To request free printed copies of this report, contact the National Endowment for the Arts, 1100 Pennsylvania Avenue, NW; Washington, DC 20506-0001; 202-682-5400.

Focuses on the role of the arts in after-school activities in neighborhood schools. Summaries of recent research, key elements of successful programs, and highlights of effective partnerships between schools and community-based organizations are also provided.

14. The Art in Peacemaking: A Guide to Integrating Conflict Resolution Education Into Youth Arts Programs. Brunson, Russell; Conte, Zephryn; Masar, Shelley. 78 pages. Springfield, IL: National Center for Conflict Resolution Education. 2002.
Availability: This resource is available free in PDF format on the Web at:
http://www.nea.gov/pub/ArtinPeacemaking.pdf

This publication is the result of a four-year collaboration between the National Endowment for the Arts and The Office of Juvenile Justice and Delinquency Prevention. Designed to strengthen arts programs directed to underserved youth, the initiative provided training in conflict resolution skills to the artists, staff, administrators, and young people participating in these programs. The National Center for Conflict Resolution Education developed and provided the training. This publication provides background on the partnership and the rationale behind blending the arts with conflict resolution. It details the nature of conflict and provides arts based activities and ideas for integrating the conflict resolution principles into all types of arts programs. The resources section includes a bibliography and descriptions of how participating programs incorporated conflict resolution principles into their daily activities.

15. The YouthARTS Toolkit: Art Programs for Youth at Risk. Farnum, Marlene; and Schaffer, Rebecca. Carlson, Kim, Ed. Washington, DC: Americans for the Arts, 1998
Availability: This resource is available free in PDF format on the Web at:
http://www.artsusa.org/youtharts/pdf/youtharts.pdf

The YouthARTS Tool Kit was produced by the YouthARTS Development Project, a collaborative effort of the Regional Arts & Culture Council, Portland, Oregon; the San Antonio Department of Arts and Cultural Affairs, San Antonio, Texas; the Fulton County Arts Council, Atlanta, Georgia; and Americans for the Arts, Washington, D.C. This Toolkit was originally designed as a print book with a companion video and diskette. This website was designed to take the kit's information and make it available to the broadest possible audience.

16. Young Children and the Arts: Making Creative Connections (1998) A Report of the Task Force on Children’s Learning and the Arts: Birth to Age Eight. Goldhawk, Sarah; Bruce, Carol, Ed. Washington, DC: Arts Education Partnership, 1998
Availability: This resource is available free in PDF format on the Web at:
http://www.aep-arts.org/files/publications/Young%20Children.pdf
The database is available through the Wolf Trap Institute for Early Learning Through the Arts Web Site at http://www.wolf-trap.org

Produced by The Task Force on Children’s Learning and the Arts: Birth to Age Eight, this publication provides guiding principles and recommendations to organizations to support the development of arts-based early childhood programs and resources. Examples of arts-based early childhood resources, research, and programs are available in a companion database to this report.

17. Coming Up Taller: Arts and Humanities Programs for Children and Youth At Risk. Weitz, J.H. Washington, DC: The President’s Committee on the Arts and the Humanities, 1996.
Availability: This resource is available free in PDF format on the Web at:
http://www.cominguptaller.org/cominguptallerreport.doc

This report documents arts and humanities programs in communities across America that offer opportunities for children and youth to learn new skills, expand their horizons and develop a sense of self, well-being and belonging. The report is structured in six chapters:
1. A Changed Environment for Children describes the context in which these programs operate, presenting both disheartening statistics and the evidence of resiliency that children can display in the face of seemingly insurmountable odds.
2. Culture Counts reviews the value of the arts and the humanities for youth. It suggests that arts and humanities programs are crucial components of any community strategy that seeks to improve the lives of children and youth.
3. Transforming Lives provides an overview of the highly varied cultural programs surveyed for this report.
4. A Delicate Balance summarizes the principles, policies and practices found in promising programs.
5. Looking Ahead recommends continued examination of these programs and discusses their need for increased technical and financial support.
6. Two Hundred Plus contains the 218 individual profiles of arts and humanities programs for children and youth at-risk

18. The YouthARTS Development Project - OJJDP Juvenile Justice Bulletin. Clawson, H., and Coolbaugh, K. Washington, DC: Office of Juvenile Justice and Delinquency Prevention. May 2001.
Availability: This resource is available free in PDF format on the Web at:
http://www.ncjrs.gov/pdffiles1/ojjdp/186668.pdf

This report describes the evaluation of three YouthARTS programs: Art-at-Work in Georgia, Youth Arts Public Art in Oregon, and Urban smARTS in Texas. The report provides a description of each of the programs describing each program’s first year of operation, including startup activities, program goals, youth served, and program activities.

Art Education and Federal Policy

19. No Subject Left Behind: A Guide to Arts Education Opportunities in the 2001 NCLB (No Child Left Behind) Act, Arts Education Partnership, American Arts Alliance, American Association of Museums, American Symphony Orchestra League, Americans for the Arts, Association of Art Museum Directors, Association of Performing Arts Presenters, Dance/USA, The John F. Kennedy Center for the Performing Arts/ Kennedy Center, Alliance for Arts Education Network, MENC: The National Association for Music Education, National Assembly of State Arts Agencies, OPERA America, Theatre Communications Group, VSA arts. 2005
Availability: This resource is available free in PDF format on the Web at:
http://www.aep-arts.org/files/advocacy/NoSubjectLeftBehind2005.pdf

Information about four major areas of the new law: the new accountability plans that each state must develop; the law’s requirement for programs to be based on research; the inclusion of arts as a core academic subject, reaffirmed in this law from previously enacted education reforms; and new information about the law’s definition of highly qualified teachers. Resources include analyses by national organizations of key aspects of the No Child Left Behind Act.

For Art Therapists

20. Ethical Principles for Art Therapists, Alexandria, VA: American Art Therapy Association, 2003
Availability: This resource is available free in PDF format on the Web at:
http://www.arttherapy.org/pdf/EthicalPrincipals2003.pdf

This document, developed by the AATA and approved by AATA Board of Directors on March 29, 2003, is intended to provide principles to cover many situations encountered by art therapists. Its goals are to safeguard the welfare of the individuals and groups with whom art therapists work and to promote the education of members, students, and the public regarding ethical principles of the art therapy discipline.

Arts Integration

21. Arts Integration Frameworks, Research & Practice: A Literature Review. Burnaford, Gail; and Brown, Sally; and Doherty, James; and McLaughlin, H. James. Washington, DC: Arts Education Partnership, 2007
Availability: This resource is available free in PDF format on the Web at: http://www.aep-arts.org/files/publications/arts_integration_book_final.pdf

This is a literature review about the research, theories, methods, and practices of arts integration; in other words, integrating the arts and art projects into other subjects such as social studies and language arts. This document covers what has been written between 1995 and 2007 in the U.S. and abroad and includes an historical overview, definitions and theoretical frameworks for arts integration, research and evaluation studies as well as methods and practices for each of the art forms.

Funding Youth Art and Voices Programs

22. Learning Through the Arts: A Guide to the National Endowment for the Arts and Arts Education. 44 pages. Washington, DC: National Endowment for the Arts, 2002.
Availability: This resource is available free in PDF format on the Web at:
http://www.nea.gov/pub/ArtsLearning.pdf

A guide to the NEA's Arts Learning initiatives includes brief descriptions of our arts learning grants, partnerships, and programs; a thumbnail history of the Endowment's involvement in arts education research; a section on successful projects and programs that the NEA has supported; and a list of arts learning partners and organizations. Altogether, the publication demonstrates the Endowment's continued commitment to arts learning for children and youth.

23. The Edge Between Cultures. Brave New World: Artistic Expression in Immigrant and Refugee Communities. Seattle, WA: Grant Makers in the Arts, 2003.
Availability: This resource is available free in PDF format on the Web at:
http://www.giarts.org/usr_doc/BraveNewWorld.pdf

These are the proceedings from a session that focused specifically on artistic expression in immigrant and refugee communities. The session was held on October 21, 2003 and was part of a Grant Makers in the Arts Conference entitled: “Edge” held on October 19-20, 2003 in Seattle, WA.

24. Why Fund Media? Washington, DC: The Council on Foundations, 2007.
Availability: This resource is available free in PDF format on the Web at:
http://www.fundfilm.org/for_grant/for_grant_fund.htm

Every year, the Council on Foundations features the Film & Video Festival during its conferences. The festival showcases work funded by foundations and corporate giving programs. Productions selected for the festival demonstrate the unique effect media can have in advancing program goals. This web-based resource supports grant makers in their decision to fund media projects. Chapter 8, “A Voice of their Own: Youth Media”, focuses on the importance of funding programs that offer opportunities to youth to produce their own media and reach audiences with messages of their own devising.

RESOURCES AVAILABLE FOR PURCHASE

1. In their Own Voices: One Day We Had To Run! Refugee Children Tell their Stories in Words and Paintings Wilkes, Sybella. 64 pages. London, UK: Save the Children in association with UNHCR, revised edition, 2000.
Availability: This publication is available from the publisher: Save the Children, Education Unit, 17 Grove Lane, London, SE5 8RD, UK. Phone: +44-20-7703-5400. Fax: +44-20-7708-2508. Web site: http://www.savethechildren.org.uk. ISBN: 0237520958.

Records the experiences of a group of young refugees in Kenya, including the tragedies they witnessed, the dramas they survived, and the future they envision. In addition to the children's vivid stories and paintings, the book provides information about the countries from which the children fled - Ethiopia, Djibouti, Kenya, Somalia, Sudan, and Uganda - all enduring civil war, chronic political instability, and unreliable weather conditions leading to drought, famine, and disease. Prepared in association with the United Nations High Commissioner for Refugees (UNHCR) and Save the Children, this book can be used by teachers to help students explore concepts such as migration, justice, human rights, safety, environmental protection, economic development, poverty and wealth, and the experience of being a newcomer.

2. Kids Like Me: Voices of the Immigrant Experience. Blohm, Judith M; and Lapinsky, Terri. 296 pages. Boston, MA: Intercultural Press, 2006
Availability: May be ordered directly from Intercultural Press at: http://www.interculturalpress.com/store/pc/viewPrd.asp?idcategory=0&idproduct=56

Kids Like Me includes the personal narratives of 26 young immigrants as they adapt to life in a new and sometimes strange country and culture. Kids Like Me also includes discussion questions, self-directed activities and research ideas for teachers and families that can be used in classrooms, clubs and community settings.

3. Listen to My Picture: Art as a Survival Tool for Immigrant and Refugee Student Brunick, Lisa Lefler. Art Education. v.52, n.4, p.12-17. July 1999.
Availability: This article may be available for free from your local library or from other sources (free or for a fee). This article is available for purchase from Bell & Howell, 300 N. Zeeb Rd., Ann Arbor, MI 48106. Phone: 313-761-4700.

Addresses the social, emotional, and psychological needs of immigrant and refugee students and the use of art forms to communicate their feelings. Summarizes the identity crisis that immigrants and refugees experience. Considers art education as a helpful intervention. Discusses the characteristics of children's artwork and the art teacher's role.

4. Newcomer Arts: A Strategy for Successful Integration: A Manual for Refugee and Immigrant Service Workers and Newcomer Artists. Modic, Kate; Kirby, Ron. Revised edition: Marcus, Laura; and Skillman, Amy. Harrisburg, PA Institute for Cultural Partnerships, revised and updated 2007.
Availability: The book may be ordered by downloading an order form in PDF format at the Institute for Cultural Partnerships Web Site at:
http://www.culturalpartnerships.org/productspubs/form1.pdf
Table of contents and selected chapter summaries may be found at: http://www.culturalpartnerships.org/productspubs/refugeemanualcontents.asp

The purpose of this manual is to provide guidance and practical information to refugee and immigrant service providers and others in order to help them identify newcomers with artistic or traditional skills and talents, and then direct them to the proper resources. The authors state that early recognition by resettlement agency workers, church sponsors, service providers and others of the creative talents and the cultural heritage of refugees has a very positive impact on the resettlement process. They believe that arts and culture plays an important role in refugee resettlement and attention to this area benefits the individual refugee, the family, and the refugee community through increased self-esteem and confidence, strengthened community development, and hastened employment and self-sufficiency. This ten-year anniversary edition includes the following additions: 1) Color photo pages with examples of traditional art forms; 2) A Sample Artist Information Form, to assist social service workers in assessing arts activities with their clients; 3) Making the Connection, a new resource to share with local funding agencies and arts organizations about the value of supporting these collaborative initiatives; 4) A resource list of refugee and immigrant service organizations to facilitate awareness with arts organizations/professionals; and 5) An evaluation form for the Newcomer Arts Manual.

5. Remix: Conversations with Immigrant Teenagers. Budhos, Marina Tamar, NY: Henry Holt, 1999.
Availability: This book is available (used) at Amazon.com and Barnes and Noble.com. For further information, you may contact the author at http://www.marinabudhos.com

Presents profiles of fourteen teenagers from countries around the world, revealing their struggles to fit into American society and their personal triumphs.

6. The Creative Community Builder’s Handbook: How to Transform Communities Using Local Assets, Arts and Culture. Borrup, Tom; and Partners for Livable Communities. 280 pages. St. Paul, MN: Fieldstone Alliance, 2006.
Availability: This resource may be purchased from the Fieldstone Alliance Web Site:
http://www.fieldstonealliance.org/productdetails.cfm?PC=63

Part 1 of this guide distills research and emerging ideas behind culturally driven community development and explains the key underlying principles. Part 2 provides ten concrete strategies for building on the unique qualities of your own community. Each strategy is illustrated by two case studies taken from a variety of cities, small towns, and neighborhoods across the United States. The case studies describe how people from all walks of life used culture and creativity as a glue to bind together people, ideas, enterprises, and institutions to make places more balanced and healthy. Part 3 includes six steps to assessing, planning, and implementing creative community building projects.

7. Teenage Refugees Speak Out (The Series) various authors. 64 pages. New York, NY: Rosen Publishing, 1995 and 1997
Availability: The series or the individual books can be purchased from the publisher's Web site http://www.rosenpublishing.com. Rosen Publishing Group, 29 East 21st St., New York, NY 10010. Phone: 1-800-237-9932 toll free. Email: customerservice@rosenpub.com. ISBN: 0-8239-9331-0.

Teenage Refugees Speak Out educates teens about the lives of their peers from other countries. American teens of all ethnic backgrounds can gain insight and understanding into the lives of teenagers who live around the world, as they examine their own lives as Americans.

8. Tou Ger Xiong: Multicultural, Multilingual, Multicool. Xiong, Tou Ger. Roseville, MN: Multicultural Multicool, 1999.
Availability: Multicultural Multicool, 1769 Lexington Ave. North, #104, Roseville, MN 55113. Phone: 612-714-5356; Fax: 612-603-8399. Email:txiong@rnc.net

Educates and entertains a multigenerational, multicultural audience about the challenges facing immigrants and refugees living in the United States. Blending humor, folklore, hip-hop performance, rap music, and self-parody, this 53-minute color videotape, self-produced by the Hmong comedian Tou Ger Xiong, intersperses visual and verbal images of traditional Hmong culture with comedic storytelling that deals with culture shock, cultural misperceptions, and cultural bias. Born in 1973 in Laos, Xiong fled with his family to the U.S. via a refugee camp in Thailand. Shuttling back and forth between the Hmong language and English, Xiong tells vignettes about his life, which illustrates the gap between the Hmong's 5,000-year-old tradition and the American culture of fast cars, tall buildings, and technological marvels. Those Hmong children who encounter racism and bias run the risk of rejecting their former culture. The "secret weapon," according to Xiong, is to find the proper balance to enable one to have a foot in each culture. This video is not only useful to social workers, educators, and others working with new arrivals but also appeals to a general audience.

9. Transitions: Stories of our Journeys. Houminer, Talia, Ed.. 108 pages. Bloomington, IN: 1st Books Library, 2002
Availability: The book is available at Amazon.com or Barnes and Noble.com or may be purchased from Georgia Mutual Assistance Association Consortium (GMAAC), 901 Rowland St., Clarkston , GA 30021, (404) 299-6646 ($10 donation requested)
For a free preview: http://www.authorhouse.com/BookStore/ItemDetail~bookid~11893.aspx

Transitions: Stories of our Journeys is a collection of stories written by refugee youth from around the world compiled by the Georgia Mutual Assistance Association Consortium (GMAAC). These first person accounts offer a unique perspective of the refugee experience.

10. Voices of the Teenage Diasporas Gunderson, Lee. Journal of Adolescent and Adult Literacy. v.43, n.8, p.692-706. May 2000.
Availability: This article is available for purchase from Ingenta at http://www.ingentaconnect.com or call Ingenta, Inc., 44 Brattle St., 4th Floor Cambridge, MA 02138, 1-800-296-2221 toll free or 617-395-4000, Fax: 617-395-4099, Email: ushelp@ingenta.com . It may also be available for free from your local library or from other sources (free or for a fee).

Gunderson argues that secondary teachers should take an interest in students' languages and cultures in English as a Second Language (ESL) classrooms because culture is part of identity; identity relates to students' performance in school and in society. Different concepts of teaching and learning, racism, the importance of practicing English with native speakers, being a refugee, and first language loss are also examined.
Magazines

11. Arts & Activities®. Skokie, IL: Publishers Development Corporation, 1932- , 10 issues per year (September – June).
Availability: Order a subscription at the Arts and Activities Web Site at: http://www.artsandactivities.com/

This magazine is a valuable aid to anyone who teaches art and addresses all grade levels—from pre-K through high school. It is also used as a text in teacher-education programs at colleges and universities nationwide. Each issue is filled with art activities, creative ideas, information about materials and supplies, techniques and methods that encourage students to explore and experiment with visual art and crafts. Arts & Activities® is there to help teachers guide student growth and learning in art with well-illustrated projects, material ideas and examples of a wide range of creative applications and also addresses studio art, art history, art criticism and aesthetics.

12. ChildArt, Washington, DC: International Child Art Foundation. 1998- , 4 issues per year.
Availability: Order a subscription at the Stone Soup web site (www.icaf.org). A free issue on the 2007 World Art Children’s Festival may be downloaded for free in RDF format on the Web at: http://www.icaf.org/resources/magazine/issues/ChildArt%200607%20-%20Aprl-June%202007.pdf

ChildArt is intended for children (8-12) and focuses on the arts, creative development, and global education.

13. Stone Soup, Santa Cruz, CA: Stone Soup. 1973- , 6 issues per year.
Availability: This publication may be purchased at many independent booksellers and book chains. Order a subscription at the Stone Soup web site (www.stonesoup.com)
A sample issue may be downloaded for free in PDF format on the Web at: http://www.stonesoup.com/pdfs/stone_soup.pdf
Download audio clips of several young authors reading their stories: http://www.stonesoup.com/listen/
A collection of nearly 500 stories, poems, and book reviews by children may be seen on the Web at: http://www.stonesoup.com/writing-by-children/
A collection of 1300 art works by children from 36 different countries may also be seen on the Web at: http://www.stonesoup.com/art/.

Stone Soup is a magazine made up entirely of the creative work of children. Young people ages 8 to 13 contribute their stories, poems, book reviews, and artwork. Although it is only published in English, work is accepted from all over the world. All contributors whose work is accepted for publication receive a certificate, two complimentary copies of the magazine, and discounts on other purchases. In addition, contributors of stories, poems, book reviews, and illustrators are paid for each pub


 
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