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With emphasis on naming conventions, this article examines on‐the‐ground bureaucracy and its impacts on the lives of undocumented migrant children who attend state schools in Thailand. Names of migrants from Myanmar do not typically include a family name. As a result, when their children are placed in the Thai documentary system, which was designed for individuals with a first name and a last name, schools add Thai phrases literally meaning “without a surname” after each child's proper name. This study demonstrates that a particular form of liminal subjectivity is forged through school‐based socialization into bureaucratic culture and institutional routines of official naming. While the anthropological concept of “liminality” is typically understood as temporary phases of transition, school practices give rise to a prolonged state of in‐betweenness and constitute the children's political being in a negative form. The name “Without‐A‐Surname” denotes via negation, pointing to the quality of stateless state‐belonging. This label becomes indexical of the ambivalent state of migrancy, which marks migrant schoolchildren as state subjects whose pending status lies between that of insider and outsider. School‐level bureaucracy, therefore, defers a postliminal state—namely, the children's full incorporation into the Thai state and society. [ABSTRACT FROM AUTHOR]

When undocumented immigrant parents are deported from the United States, they must decide whether or not to take their U.S.-born and undocumented immigrant children with them, often to countries the children have never visited or know little about. Other parents do not wait to be deported by the government and decide to relocate to their home countries with or without their children. Both sets of families experience relocation but under different circumstances. These differences deserve exploration to understand the psychological and emotional effects on children's well-being. In this cross-sectional study, we explored differences in self-concept, internalizing and externalizing behaviors, as well as the perception of the home, school, and neighborhood contexts of 178 U.S. citizen children (USCC) whose parents returned to Mexico forcibly and voluntarily. Through snowball sampling, we recruited the sample from two bordering Mexican states, Michoacán and the State of Mexico. Significant estimated marginal mean differences in internalizing and externalizing behavior problems, unhappiness, as well as parent–child conflict and support were found between USCC who relocated due to a parental deportation and those USCC whose parents relocated to Mexico voluntarily. Implications for clinicians in Mexico and the United States include recognizing the reasons, timing, decisions, events, and contexts of relocation. Findings can help inform immigration policies, practices, and future research. Public Policy Relevance Statement: Immigration enforcement should contemplate the impact on U.S. Citizen Children (USCC). Parental deportation proceedings should consider USCC's mental health, Spanish language proficiency, Mexican cultural affinity, years of residency in the United States, and support networks in the parent's country of origin when making determinations in removal hearings. In addition, deportation proceedings should allow transitional time to help the family relocate in a more planned way. [ABSTRACT FROM AUTHOR]

The 2024 US presidential election has sparked discussions about immigration policy. The Republican Party focuses on securing the border, enforcing immigration laws, and implementing a large-scale deportation program. They also prioritize merit-based immigration and ending sanctuary cities. The Democratic Party aims to secure the border, fix the broken immigration system, and provide a pathway to citizenship for Dreamers and long-term undocumented individuals. They also want to reform the asylum system, increase border resources, and support cities and states sheltering migrants. President Biden has taken executive actions to address these issues, but comprehensive reforms require congressional action. The text explores various immigration policies and actions taken by the Biden administration, including efforts to deter illegal immigration, combat human trafficking and the illicit fentanyl trade, expand legal immigration pathways, support undocumented individuals, and improve the efficiency of immigration decisions. The administration has implemented measures such as returning unlawful border crossers to their home countries, establishing task forces to combat human smuggling and trafficking, and increasing penalties for offenders. It has also worked to increase legal immigration opportunities, protect DACA recipients, preserve and expand Temporary Protected Status, and streamline immigration processes. The administration aims to address the root causes of migration and collaborate with regional partners to tackle immigration challenges. [Extracted from the article]

Conceptually guided by asset-based approaches to migrant parent–teacher relationships, this qualitative case study explores the perspectives and experiences of teachers working at St. Mary's Preschool (pseudonym), which serves the vast majority of undocumented children and their families in South Korea. More specifically, using asset-driven lenses that position migrant parents as collaborators or partners who are capable of engaging in their children's schooling with expertise in their heritage language and culture, this study sheds light on the ways that teachers forge and strengthen their relationships with undocumented migrant parents. The study findings demonstrate that teachers endeavor to learn from parents and capitalize on their funds of knowledge in the classroom while offering a range of legal, linguistic, and socio-cultural support and the resources necessary for undocumented migrant parents. Scholarly and policy implications for ways to develop trusting and reciprocal migrant parent–teacher relationships are discussed. [ABSTRACT FROM AUTHOR]

Background: Despite the huge burden of sickle cell disease (SCD) among Nigerian children, the burden and outcome of respiratory illnesses remain undocumented. Thus, we aimed to describe the spectrum and outcome of respiratory illnesses among SCD childrenand adolescentadmissions in ten Nigerian tertiary hospitals. Method: A retrospective review of the SCD admission records of children and adolescents with a confirmed diagnosis of respiratory illnesses from 2012 to 2021 in ten tertiary health facilities across five geopolitical zones in Nigeria was conducted. The data, collectedbetween March and June 2023, included the age, sex, diagnosis, complications, duration and outcome of hospitalization. Results: Of the 72,333 paediatric admissions, 7,256 (10.0%) had SCD; the proportion of SCD from the total admission ranged from 2.1 to 16.3% in the facilities. Of the 7,256 children and adolescents with SCD, 1,213 (16.7%) had respiratory morbidities. Lower respiratory disease was the most common (70.0%) respiratory entity and the majority were pneumonia (40.1.0%), followed by acute chest syndrome (26.7%). Seventeen (1.4%) patients died; all had lower respiratory diseases [(acute chest syndrome ACS (11, 64.7%), pneumonia; 5, 29.4%, and asthma (1, 5.9%). Based on the proportion of deaths among overall SCD, the 17 death cases contributed 9.4% (95% CI 5.9 to 14.5). Factors associated with deaths included duration of hospitalization less than 72 hours and lower respiratory tract diseases. Conclusion: Sickle cell disease is a major contributor to hospitalization among Nigerian children and adolescents, with high respiratory morbidity and mortality. Pneumonia and acute chest syndrome were associated with mortality, andthe highest risk of death within the first 72 hours. [ABSTRACT FROM AUTHOR]

Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working with/for this child population. In this article, we zoom in on teachers at St. Mary's Preschool, who serve large numbers of migrant and undocumented children in South Korea, and explore their pedagogical caring practices in and outside of the classroom for these children and their families. The findings of this study demonstrate how preschool can become a site for what we term culturally, linguistically, and legally relevant caring for undocumented migrant children. The key tenets proposed include: (1) promoting diverse, inclusive, and culturally and linguistically relevant schooling; (2) attending to the legal reality of students' precarious legal status to provide a rich and safe learning environment; and (3) establishing reciprocity in relationship and knowledge-making/sharing. The study offers several implications for research and teacher education in the field of early childhood education by presenting a conceptual and empirical snapshot of how to better serve the growing numbers of young migrant and undocumented children and their families in South Korea and worldwide. [ABSTRACT FROM AUTHOR]

"Ways of Belonging" is an ethnography that explores the experiences of undocumented youth in Canada, specifically focusing on their navigation of the educational system. The book highlights the double invisibility faced by these young people as undocumented migrants and as individuals whose presence is largely ignored by the educational system. The author argues that this marginalization is not solely a result of legal frameworks, but also stems from the everyday actions and interactions within institutions. The book offers insights into the effects of this invisibility on the youth's sense of belonging and showcases their agency in contending with their status. It calls for a shift in discussions about refugee and migrant education to include the lived experiences of young people. [Extracted from the article]

Undocumented students face significant barriers in accessing postsecondary education. Previous research has focused on how individuals and schools impacted their experiences of enrolling in college. This critical qualitative study of testimonios with 15 undocumented Latina/o students examines how their families shaped and supported their college navigation process. Using a funds of knowledge framework, we find that parents and siblings shaped undocumented students' college choices through dichos, or culturally situated advice. Once students attended college, many expressed a desire to give back to their parents and inspire other family members to pursue college. Students also articulated the utility of their degree as an avenue to give back to their local communities. We discuss the need for institutions to honor the collectivist orientation of Latina/o/x students and their families through recruitment and engagement efforts with these students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic in South Africa has negatively affected the lives of many individuals and families. Undocumented migrants were not an exception to this challenge. Despite encountering a number of challenges such as unemployment and being excluded from the welfare services of the country, undocumented migrants also battled with the impact of the COVID-19 pandemic which forced them to develop survival strategies. It is from this background that this, study sought to explore survival strategies of undocumented migrants post COVID-19 lockdown in South Africa. The study used a qualitative approach wherein Musina was used as a case study. Ten migrant youth were purposively and conveniently selected to participate in this study. Data was collected through face-to-face semistructured interviews and analysed thematically through Thematic Content Analysis (TCA). Resilience theory was used to guide this study. Findings, conclusions and recommendations are provided in this paper. [ABSTRACT FROM AUTHOR]

A disproportionate number of COVID-19 cases and deaths have been reported among Latinxs in the U.S. Among those most affected by the pandemic are marginalized families, including those that are undocumented and mixed-status, in which some, but not all members are undocumented. Undocumented and mixed-status families face multiple and chronic daily stressors that compromised their health and wellbeing. Salient stressors faced by undocumented Latinx families include poverty, social disadvantage, discrimination, dangerous living and working conditions, and limited access to healthcare. These stressors are frequently compounded with trauma, fear of detention, deportation, and family separation. Informed by the literature and insights from our community-based work to address the health needs of undocumented and mixed status Latinx families during the pandemic, this paper uses a social determinants of health lens to present a narrative summary that highlights four primary psychosocial stressors faced by these families and their implications for mental health. These include stressors pertaining to (a) anti-immigrant rhetoric and actions; (b) family stressors and disruptions in family dynamics; (c) economic changes and financial losses; and (c) limited access to healthcare. Implications of the aforesaid stressors on the mental health of undocumented families and youth are also discussed. In addition, recommendations are provided for the provision of mental health services, best practices, and resources from a strengths-based approach. [ABSTRACT FROM AUTHOR]

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution – which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach – which entails ways through which access to education can be delivered through the lens of equity – will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential. [ABSTRACT FROM AUTHOR]

This article focuses on higher education access for undocumented immigrants in the United States. Since individual states develop and govern their own policies, the political landscape around college access is always in a state of flux. This is confusing to school counselors, families, and students. We use cartography to make sense of this increasingly complex policy terrain. In addition to displaying a state-by-state overview of access and funding options for undocumented students, we interrogate the (un)intended consequences of these policies and reveal "sites for change and activism" (Marx, 2023, p. 286). [ABSTRACT FROM AUTHOR]

The outbreak of COVID‐19 forced national governments and health authorities worldwide to adopt measures aimed at protecting population health, most of which resulted in prolonged restrictions to individual freedom(s) and fundamental rights. In some cases, the pandemic represented a pretext for macroscopic and unjustified human rights violations, as in the case of the "ferry quarantine," that is the use of commercial boats by the Italian Government to forcibly isolate migrants and asylum seekers from the rest of the population. Such a measure does not have any rationale at the epidemiological level and poses serious obstacles to the provision of adequate care to vulnerable people such as migrants and asylum seekers. The pandemic has been used as a pretext to implement discriminatory and disproportionate measures whose effect has been denying healthcare access to undocumented migrants and asylum seekers. [ABSTRACT FROM AUTHOR]

Asad L. Asad's book, "Engage and Evade: How Latino Immigrant Families Manage Surveillance in Everyday Life," provides an ethnographic account of how undocumented immigrants and their children navigate institutional surveillance. The author conducted interviews with Latino immigrant families in Dallas County, Texas, and observed the Dallas Immigration Court between 2013 and 2018. Asad argues that immigrants manage surveillance through a combination of engagement and evasion, rather than solely avoiding it out of fear. The book explores the situational context of immigrants' legal status and social roles, highlighting the hardships and inequality they face. Asad suggests that immediate reforms are needed to address the inequalities based on legal status. The book is interdisciplinary and makes a significant contribution to the fields of migration and surveillance studies. [Extracted from the article]

The primary purpose of this systematic review is to assess how undocumented students in the United States leverage their assets to successfully attend and graduate from higher education institutions (HEI). A 1982 U.S. Supreme Court decision gave undocumented children access to public education from pre-school through grade 12. While no single U.S. legislation forbids the enrollment of undocumented students in HEI, there are laws that remove access to federal financial aid. Federal legislation gives states the freedom to determine whether these students receive reduced in-state tuition rates and state financial aid. This paper explores how undocumented students use the strengths of their communities to patchwork together the financial and emotional resources needed to overcome systemic barriers. It also examines the ways that students pay it forward through shared information and activism. [ABSTRACT FROM AUTHOR]

During surveys, it is recommended that children immunization status should be based on immunization documents. It has been noted that in some communities, a number of children are claimed to be vaccinated but have no evidence of vaccination. This work is proposed to estimate routine immunization coverage in children based on both documented vaccination and the tracking of undocumented immunization. It was a community-based survey targeting children aged 0‑59 months in which the immunization status of children was assessed based on vaccination documents and based on a questionnaire tracking immunization sites and period for children with undocumented vaccination. The vaccination coverage and completeness were estimated from data collected in immunization cards and re-estimated after tracking the immunization status of children with no immunization cards. Of 1435 children reached in households, 1430 (99.7%) were included. Of 1072 children aged 12‑59 months, 194 (18.1%) received DPT-Hi+Hb 3 with evidence and 399 (37.2%) with evidence and tracking. In the same age group, the dropout rate from DPT-Hi+Hb 1 (157 doses administered) to DPT-Hi+Hb 3 (127 doses administered) with evidence was 19.1% and 42.4% with evidence and tracking. The tracking of immunization status in children with no evidence of vaccination allows to determine their immunization status and to improve the reliability of the estimated vaccination coverage. This strategy could be adopted to be part of the planning and implementation of vaccination coverage surveys of EPI vaccines. [ABSTRACT FROM AUTHOR]

This article discusses the challenges and experiences of undocumented college students in the U.S., with a focus on the impact of exclusionary policies, racial discrimination, and the need for equitable support.

The DACA program, administered by the Department of Homeland Security, protects Dreamers—undocumented immigrants brought to the U.S. as children.However, without legislative support, Dreamers face the imminent threat of losing their homes, rights, and deportation. I argue for the passage of the DREAM Act, which would protect Dreamers from unfair targeting and provide a path to citizenship. Dreamers possess a unique social membership in American society, and it is ethically imperative to shield them from deportation and grant them equal rights as fellow citizens if we ought to demonstrate a commitment to addressing oppression and injustice. [ABSTRACT FROM AUTHOR]

There is a range of barriers to postsecondary access and success for undocumented college students in the United States. Considering these barriers, scholars, practitioners, and activists alike have called on institutions of higher education to enhance their capacity to serve, support, and advocate for undocumented students. One way that institutions are responding to this call is by establishing Undocumented Student Resource Centers (USRCs). There is an emerging body of scholarship on the function and importance of USRCs on college campuses in the United States. Yet, there remains a dearth in the literature on the experiences of the higher education professionals committed to coordinating or directing these identity-based centers. This exploratory qualitative study relies on the voices and stories of USRC professionals to understand their self-described roles and responsibilities as well as what keeps them motivated to continue serving, supporting, and advocating for undocumented students. [ABSTRACT FROM AUTHOR]

In Malaysia, marginalised non-citizen children are excluded from formal education at public schools. Recognising education as a fundamental human right, the barriers and facilitators to educational access among refugee and asylum-seeker, migrant, stateless and undocumented children in Malaysia were explored. Qualitative data were collected via 32 in-depth interviews with multiple stakeholders. Data were thematically analysed and organised at three socio-ecological levels. At the 'legislative and policy' level, the requirement of citizenship documents only allows some stateless children to access public schools. Yet, many informal learning centres are not state-endorsed, as they are unable to fulfil licensing criteria. Importantly, denying the right to work for adult refugees and other undocumented people demotivates the pursuit of education among children. At the 'individual and family' level, financial constraints constitute a major reason for school dropouts, especially through expectations on boys to work. Cultural norms partly contribute to the lower enrolment of Rohingya refugee girls in secondary education, but gender parity is maintained for most in primary education. Another factor is proximity to learning centres, which links to safety concerns and transportation costs. Those who accessed public schools reported bullying by local children, which parallels institutional discrimination against marginalised non-citizens. At the 'community and educational institutions' level, inadequate funding for learning centres limits their ability to invest in physical facilities, teachers' salaries and others. Despite difficult operating conditions, learning centres address diverse school readiness, educational backgrounds, and language competencies among students by having sensitised teachers, placement tests and preparatory classes at school entry, and options for vocational training. We propose the gradual inclusion of all children in public schools and the immediate state recognition and support of learning centres. Correspondingly, realising the 'Right to Work' for refugees and stateless peoples will be synergistic in advancing universal education access for all children. [ABSTRACT FROM AUTHOR]

This study focuses on undocumented migrant children in South Korea. The Korean migration policies are centered on marriage migrants and their children until recently, while the issue of undocumented migrant children of migrant workers has long been overlooked. Undocumented migrant children are placed in an extremely unstable situation both legally and practically. This study shows why their basic rights should be protected from the perspective of constitutional and international law. It examines the comprehensive legal and policy frameworks of migration and the newly introduced measures to protect these children in Korea. It concludes with a discussion of the shortcomings of the current system and recommendations for improvement. [ABSTRACT FROM AUTHOR]

Unaccompanied immigrant children arrive in the US having fled deteriorating conditions and human rights violations in their home countries. Despite the large numbers of unaccompanied children, there is a lack of research on outcomes for unaccompanied children in the US and particularly for those in the Office of Refugee Resettlement's (ORR) Long Term Foster Care (LTFC) program. This manuscript begins with a review of the existing laws that influence unaccompanied children (UC) served through the ORR's LTFC program and a review of the current research on UC in foster care in the US. Notably, this manuscript also visualizes the numbers of UC that have arrived in the US since the early 2000s. These are used to provide a synthesis of recommendations for policy and practice with unaccompanied children. [ABSTRACT FROM AUTHOR]

Anecdotal evidence suggests growing numbers of migrants intercepted at sea – referred to by the Tunisian coastguard as les rescapés (the rescued) – return to Libya via smuggling. In this article I empirically document the experiences of "rescued" migrant mothers who consider and/or purposely re-engage in irregular, high-risk returns involving crossing the Tunisian border back into Libya. Employing a feminist ethnographic approach, this paper explores how undocumented motherhood is experienced and shaped in the context of EU-sponsored counter-smuggling and border enforcement. Building on fieldwork in Medénine, in southern Tunisia, I also examine the considerations of migrant mothers "stuck on the move" concerning clandestine navigation and redirection in the complicated temporal and spatial context created by international organizations and EU-sponsored forms of "protection." I argue that border enforcement and counter-smuggling policies not only impact everyday life and mobility for undocumented mothers and their children but, as gendered practices, also trap and confine migrant mothers and their children in a cycle of protracted vulnerability, indefinite waiting, and uncertainty in which opting to travel with smugglers becomes the best bet and last resort. [ABSTRACT FROM AUTHOR]

The undocumented children of Indonesian migrant workers born and raised in Sabah have an identity problem. This is due to the absence of documents and the values, culture, customs, and experiences acquired in the receiving country. Furthermore, an emotional and physical link to the recipient country is built, which causes neglect towards their original identity. The Indonesian Government enacted a policy to revive the identity of undocumented children through the provision of repatriation scholarships. This study aimed to determine the influence of scholarships on the re-emergence of Indonesian identity. It involved a mixed method that combines quantitative and qualitative. Data collection techniques used were questionnaires, interviews, and FGD. The results showed that repatriation scholarships foster the identity of migrant workers' children as Indonesians. [ABSTRACT FROM AUTHOR]

An issue information is presented related to the Equitable and Humanizing Research, Policy, and Practice With and for Undocumented Collegians in the U.S. along with the table of contents and periodical editors.

Comparative metagenomics studies have highlighted differences in microbiome community structure among human populations over diverse lifestyles and environments. With their unique environmental and historical backgrounds, Nunavik Inuit have a distinctive gut microbiome with undocumented health-related implications. Using shotgun metagenomics, we explored the taxonomic and functional structure of the gut microbiome from 275 Nunavik Inuit ranging from 16 to 30-year-old. Whole-metagenome analyses revealed that Nunavik Inuit youths have a more diverse microbiome than their non-industrialized and industrialized counterparts. A comparison of k-mer content illustrated the uniqueness of the Nunavik gut microbiome. Short-chain fatty acids producing species, and carbohydrates degradation pathways dominated Inuit metagenomes. We identified a taxonomic and functional signature unique to the Nunavik gut microbiome contrasting with other populations using a random forest classifier. Here, we show that the Nunavik Inuit gut microbiome exhibits high diversity and a distinct community structure. Nunavik Inuit gut microbiome retains a high intra-individual and lower inter-individual diversity, and is distinct from the gut microbiome of non-industrial and industrial populations [ABSTRACT FROM AUTHOR]

Study aims were to examine oppression in education among Mexican immigrant youth with undocumented status and how mentors and other adults helped them resist oppression. Qualitative, narrative one‐on‐one interviews were conducted with 17 Mexican immigrant young adults with undocumented or DACA status in the U.S. Participants provided retrospective accounts from childhood through older adolescence. Analyses revealed critical junctures in which participants experienced oppression: (1) developmental milestones and school events, (2) college application process, (3) unforeseen life events, and (4) incidents of racial discrimination. Mentors and other adults helped participants to resist oppression through advocacy, social capital efforts, role modeling, and emotional, instrumental, and financial support. This study fills gaps in the literature on mentoring and immigrant youth who are undocumented. [ABSTRACT FROM AUTHOR]

This article analyzes Valeria Luiselli's translation and interpretation process as documented in her 2017 essay Tell Me How It Ends. I combine decolonial theory with the first-hand knowledge of translation theory and the praxis of interpretation professionals in the US to examine the humanitarian, traumarelated, affective, creative, political, and ethical challenges faced by immigration court interpreters. This study deepens the conversation about whether Indigenous undocumented immigrant children, as speakers of "motherless tongues," can evoke their own stories of suffering and survival in the screening process used to evaluate eligibility to apply for legal status in the US. The analysis unfolds in three sections where it: (1) contextualizes the idea of the "motherless tongue" in relation to the silenced condition of children from countries with legacies of colonialism and US militarism; (2) examines Luiselli's humanizing strategies that use translation to deter "legal violence"; and (3) presents a decolonial approach to translation, where the translator dismantles the violent logic behind the euphemisms used in migration law and contexts of war. Building on Luiselli's experiences, I extend the analysis to communitybased translation efforts led by professional Indigenous interpreters, pointing to the urgency of rethinking the role of translation and bilingualism in the construction of views on international migration outside academia and immigration law. [ABSTRACT FROM AUTHOR]

The immigrant generation of children (1st, 2nd, or 3rd +) is an important predictor in children's academic outcomes in previous assimilation models. However, little is known about how maternal legal status may interact with the effect of children's generational status. Using a sample of 604 Mexican-origin children (aged 9–17) from the Los Angeles Family and Neighborhood Study, this study examined children's academic disparities across maternal legal status and children's immigrant generation. Specifically, we examined 1) any academic score differences by maternal legal status (documented vs. undocumented) for each generation; 2) any academic score differences by children's immigrant generation among children of undocumented mothers (first vs. second generation); and 3) the extent to which children's educational expectations explained their academic disparities. Results showed that second-generation children of undocumented mothers had lower reading scores than second-generation children of documented mothers. Unexpectedly, first-generation children of undocumented mothers performed as well as first-generation children of documented mothers; they also performed as well as second-generation children of undocumented mothers. Net of covariates, the low educational expectations of first-generation children of undocumented mothers provided only a limited explanation for their reading disadvantages compared to second-generation children of documented mothers and third-plus generation children. This research provides policy implications for more effectively integrating immigrant-origin youths. [ABSTRACT FROM AUTHOR]

Scholars have long demonstrated that Latinx children engage in cultural and linguistic brokering on behalf of their immigrant parents. This article adds to this literature by examining how the transition to adulthood enables adult children to deploy their legal power to assist their immigrant parents. This study identifies three types of brokering using legal power: securing loans or access to credit, sponsoring immigration petitions, and becoming a legal guardian for siblings. Using 37 in-depth interviews with adult children, parents, and extended family members with varying legal statuses in California, I show that citizen adult children have greater capacity than DACAmented adult children in mixed-status families to exercise legal power when brokering. In addition, adult children's legal power may be enhanced or limited by incomplete paperwork, family tensions, and economic background. These findings provide an understanding of how the transition to legal adulthood affects the way adult children of immigrants help their undocumented parents access resources and information, negotiate the effects of immigration laws, and reduce some inequality suffered by their families. [ABSTRACT FROM AUTHOR]

Schroeder's analysis opens a fascinating window into monastic understandings of childhood and fantasies about children. Schroeder is especially interested in the use of emotions to manipulate and control within the monastic setting, and how this was geared towards the undoing of biological bonds and their replacement with the surrogate monastic family. My misgivings above regarding children's I actual i presence in monasteries are ultimately irrelevant to the core of Schroeder's powerful and subtle analysis of a monastic corpus she knows and understands intimately. [Extracted from the article]

Education is a fundamental human right. Yet there remain gaps in our understanding of undocumented children in Malaysia and their vulnerabilities in education access. This study aims to describe and contextualise undocumented children in Malaysia and their access to education. We conducted a desk review and in-depth interviews with 33 key stakeholders from June 2020 to March 2021. Framework analysis was conducted. Salient themes were geographical location and legal identity in terms of citizenship and migration status. We found that the lack of legal identity and non-recognition by the State was the root cause of vulnerability, experienced uniformly by undocumented populations in Malaysia. Only undocumented children with Malaysian parents or guardians can enter public schools under the Malaysian government's 'Zero Reject Policy'. Most undocumented and non-citizen children must rely on informal education provided by alternative or community learning centres that typically lack standardised curricula, resources, and accreditation for education progression beyond primary levels. Nevertheless, as non-citizen groups are diverse, certain groups experience more privilege, while others are more disadvantaged in terms of the quality of informal education and the highest level of education accessible. In Peninsular Malaysia, a very small proportion of refugees and asylum-seekers may additionally access tertiary education on scholarships. In Sabah, children of Indonesian migrant workers have access to learning centres with academic accreditation supported by employers in plantations and the Indonesian Consulate, whereas Filipino migrants who were initially recognised as refugees are now receiving little government or embassy support. Stateless Rohingya refugees in Peninsular Malaysia and Bajau Laut children at Sabah are arguably the most marginalised and have the poorest educational opportunities at basic literacy and numeracy levels, despite the latter receiving minimal governmental education support. Implementing a rights-based approach towards education would mean allowing all children equal opportunity to access and thrive in high-quality schools. [ABSTRACT FROM AUTHOR]

As the supreme law of the land, the Constitution of the Republic of South Africa, 1996 (the Constitution) requires that any law or conduct be consistent with its provisions. The Draft National Health Insurance Bill, 2019 (the Bill) is no exception. Clause 4 of the Bill states that South African citizens, permanent residents and refugees will have access to quality health care services whilst asylum seekers and undocumented migrants will have access to emergency medical services, as well as services for notifiable conditions of public health concern. The treatment of asylum seekers is concerning given the fact that asylum seekers are a vulnerable group which enjoys special status under international law. This article seeks to assess the constitutionality of clause 4 of the Bill in so far as it limits the access to health care services for asylum seekers. The objective is to ascertain the extent to which the differential treatment of asylum seekers is permissible. Clause 4 of the Bill will be benchmarked against sections 9 and 27 of the Constitution and international law. [ABSTRACT FROM AUTHOR]