This text examines the effects of the Mexican Diaspora on the US American society as a complex example in intercultural learning classes at german schools. What can we as teachers learn from the situation in the United States and what can we do to avoid such in Europe and Germany? In my view it is possible to convey students that early arrangements of integration can support the social peace and the mutual acceptance within multiethnic societies through information about the diverse problems of strong Mexican parallel societies in the US. In the following I am going to conduct an objective clarification of the important matters which influenced today's situation in the United States.
Therefore, I will examine the historical development of the Mexican American relationship beginning with the end of the Mexican American War in 1848, the economic effects on Mexican migrants and the United States, the mutual prejudice, and the integrational efforts. During the further procedure I want to focus on how teachers in Germany can prevent a situation like the US has to face it currently. „If you meet the criteria, you can come out of the shadow and get right with the law. If you are a criminal, you will be deported. If you plan to enter the U.S. illegally, your chances of getting caught and sent back just went up.“ President of the United States Barack Obama used these words in his speech about the problems of the immigration system of his country. The goal of his speech was to convince the citizens of the United States of his plan to legalize the status of about five million illegal immigrants, taking into account some specific conditions.
This offer counts mainly for parents who live illegally in the US but have children with US-citizenships or who have a work permission and live there since at least five years. It also counts for people who migrated illegally as children to the United States. Obama wants to enforce this primarily to get these people 'out of the shadows' and thereby out of criminality. Furthermore, he wants to free the illegal migrants from the omnipresent fear of being deported. But the point is, like Obama said in his speech, due to the fact that illegal migrants have to stay in the shadows of their society, parallel societies arise and split the people of a country, like it already happened in the United States.
Table of Contents
1. Introduction
2. Objective Clarification
2.1 Historical Development of the Mexican-US-Migration
2.2 Economical Advantages
2.2.1 For the Mexican Immigrants
2.2.2 For the United States
2.3 Mutual Prejudice
2.3.1 Mexican Prejudice against the United States
2.3.2 US-American Prejudice against Mexican Migrants
2.4 Integrational Efforts
3. Didactical Consideration
4. Conclusion
Objectives and Research Focus
This paper examines the socio-historical dynamics of Mexican migration to the United States to derive pedagogical implications for German classrooms, specifically regarding the integration of diverse populations and the prevention of parallel societies.
- Historical evolution of Mexican-US migration patterns
- Economic motivations and impact on both the US and Mexico
- Mutual prejudices defining the bilateral relationship
- Governmental and community-based integration strategies
- Pedagogical approaches to fostering intercultural awareness in education
Excerpt from the Book
2.3.2 US-American Prejudice against Mexican Migrants
Although the widespread contact to people of other race some US-citizens still have a racist way of thinking. Also, Mexican migrants and Mexico itself have to face racism on a daily basis. Mexican migrants are often connotated with being criminal, drug dealers, gang members or illegal immigrants only because of their origin. Others connotate them with being dirty, low-educated or subordinate because many male Mexicans work in blue-collar jobs and many females are hired for cleaning jobs and housekeeping.
The fact that some Mexicans migrated illegally and cannot risk applying for a better job or to improve their skills at schools, gives racist people the perfect basis for stereotyping and agitating. Another claim among some US-citizens is that Mexican migrants would be lazy and would only drain the US welfare system instead of working for their money. Furthermore, some people are upset because of the rather high costs in border control which are paid by the taxes of them and could be spend in other ways. They also blame the Mexican administration of being incapable or corrupted by drug smugglers. Also, some Americans see Mexico as a dangerous country and as a no-go area until they want to spend a cheap vacation or their evening of life there.
Summary of Chapters
1. Introduction: The author outlines the challenges of the American immigration system and proposes that pedagogical strategies for integration can be developed by studying the problems arising from parallel societies in the US.
2. Objective Clarification: This section provides an in-depth analysis of the history, economic drivers, mutual prejudices, and active integration efforts characterizing the Mexican-American experience.
3. Didactical Consideration: The author argues for the critical necessity of using the lessons from American immigration failures to cultivate open-mindedness and counteract prejudice in German school systems.
4. Conclusion: The paper concludes that successful integration requires robust support for migrants—including social and economic inclusion—and highlights the teacher's vital role in combating societal ignorance.
Keywords
Mexican Diaspora, United States, Migration, Integration, Parallel Societies, Prejudice, Intercultural Learning, Racism, Bracero Program, Educational Policy, Immigration, Social Peace, Cultural Diversity, Border Policy, Teacher Responsibility
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the complexities of the Mexican diaspora in the US and evaluates how the resulting societal integration challenges can provide valuable lessons for educators in Germany.
What are the core themes addressed?
Key themes include historical migration trends, the economic relationship between Mexico and the US, the impact of mutual prejudices, and modern integration efforts like the Institute for Mexicans Abroad.
What is the central research objective?
The goal is to determine how teachers can utilize the analysis of 'failed' integration in the US to create educational environments in Germany that prevent the development of exclusionary parallel societies.
Which scientific methodology is utilized?
The work employs a qualitative analysis of historical developments and current immigration policies, supported by secondary literature on migration dynamics.
What topics are covered in the main body?
The main body details the historical timeline of migration, the economic benefits for migrants and the US, the psychological burden of mutual societal prejudice, and governmental programs designed to support migrant integration.
Which keywords best describe this research?
Significant keywords include Mexican Diaspora, Intercultural Learning, Integration, Prejudice, and Educational Policy.
How does the 'Bracero Program' fit into this context?
The Bracero Program is analyzed as a critical historical attempt by the US-American and Mexican governments to manage labor migration and bilateral relations at the mid-20th-century peak.
What is the 'Instituto de los Mexicanos en el Exterior' (IME)?
The IME is an agency established by the Mexican government to facilitate the integration of Mexican migrants in the US through educational support, civic engagement, and binational cooperation.
Why is the author concerned about parallel societies?
The author views parallel societies as the unfortunate outcome of neglecting effective integration policies, leading to social fragmentation and increased prejudice.
What is the suggested role of future teachers in this context?
Teachers are encouraged to influence students in a humanistic rather than political way, promoting open-mindedness and curiosity to dismantle prejudice toward other cultures.
- Arbeit zitieren
- M.Ed. Timmy Paul (Autor:in), 2015, Intercultural Learning Classes at German Schools. Effects of the Mexican Diaspora on the US-American Society as an Example, München, GRIN Verlag, https://www.grin.com/document/1301076
