Building a community for migrant education services through family literacy and farm worker outreach

Abstract Cultural and linguistic differences within the migrant population, coupled with the transient nature of these families, often present challenges that can inhibit the education of migrant students in our schools. How can schools and communities come together to provide resources and services for this vulnerable population? Through the theoretical lens of Paulo Freire, we identify the need to work against the current educational trend toward increased standardization and work towards a model of education that is both individualized and democratic. For migrant students, individualizing educational experiences often means reaching out to the families for linguistic support. We have found the current services and resources available to students and families in Michigan to be fragmentary at best, and absent at worst. Our vision is to create a resource center for migrant families at Western Michigan University that focuses on literacy outreach initiatives for all ages, thus potentially filling a desperate need. There is a story told by a friend who worked in a migrant summer education program in Michigan. As the teacher responsible for early elementary children, she was puzzled by two little girls who came to school on alternate days. Luisa came Monday, Marissa came Tuesday, and then the pattern repeated. When Deb, the teacher, probed gently, she found out that the girls had only one pair of shoes between them. The family did not want to bother the school with this need, so Deb found a way to provide an extra pair of shoes for the girls. After that, both came to school together for the remainder of the summer. A simple, respectful gesture such as this enabled a family to accomplish a small goal of sending their children to school with some basics so often taken for granted. The Big Picture This story is all too common in our state of Michigan and beyond. Migrant farm workers, people with rich knowledge of agriculture, strong family values, and a desire for a better life, move from place to place seeking the work they know best. Many migrant workers speak Spanish as a first language. This language difference is one of the primary challenges to migrants themselves as they interact with educators and others in the communities where they live. Often, they have limited education and do not know the nuances of navigating the school system