Inspiring Leadership in Immigrant Communities - ILRC

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Inspiring Leadership in Immigrant CommunitiesJanuary 2003Exercise: Community MeetingFacts for Community Members’ RolesInstructionsRead these facts. Each participant will be assigned a role in this exercise. You will be given 30minutes to prepare for a meeting with the director of the Border Patrol in your sector. Number ofstudent participants: There is a maximum of seven roles but you do not need to use them all ifyou do not have enough student participants.1. Come up with an overall strategy of what you want out of this meeting.2. Make a plan for who will cover which issues in the meeting.3. Each of you will be permitted to make a two-minute (very short) statement at themeeting, so think about what you want to say.BackgroundThe INS has been stopping and questioning children on street corners near schools in San Jose,Calif., for the last four weeks. Several undocumented children have been arrested in this way onthe way home from school. The Border Patrol asked some children to take them home with them,which they did. Frightened parents have kept their children out of school because they do notwant the INS to pick them or their children up on their way to or from school.School officials are outraged because attendance has decreased. Tomorrow evening at 5 p.m. agroup of you will be meeting with the head of the Border Patrol, John Beastley, to talk to himabout it. You need to plan for the meeting. Each of you needs to speak for at least two minutesduring the meeting. Your group must decide what order each member will speak and what eachwill emphasize during the meeting.Roles(NOTE TO TRAINERS: Cut out these role descriptions and give one to each participant. Do notlet the students see each other’s roles. If the ethnic make-up of your participants is different fromthe names given below, feel free to change the names to fit the reality of the names of the groupof leaders with whom you are working.)• Perry Legal, a paralegal with San Jose Legal Aid. You have spoken with many of themembers of the immigrant community who are upset about this.• L. Gonzalez, a community advocate who works with a group called Raza Unida. Yourgroup has told you that they feel like someone should go to the press about this problem.• M. Delacour, principal of the Rose Hills Elementary School, the school closest to thepoint where children were being questioned. You are very protective of the rights of yourchildren not to have to fear deportation when going to school. You are also concernedbecause the low attendance means less state support money to your school.App.7-B-3
Inspiring Leadership in Immigrant CommunitiesJanuary 2003• C. Leyva, a parent of a child, 8-year-old Carmen, who goes to Rose Hills Elementary.Your child is a U.S. citizen and you are a permanent resident. The Border Patrol askedyour daughter if she had papers and she said no. They asked her to take them home andyou were home when the Border Patrol arrived. You are furious at this intrusion.• P. Benavides, president of the PTA and a U.S. citizen. The child of your next-doorneighbor was put in deportation proceedings. You want to speak for your neighborsbecause they are undocumented and afraid to speak.• L. Smith, owner of a small store one block from the school. You have seen the BorderPatrol’s abuses and are outraged by them. Many of your most valued customers havebeen questioned by the Border Patrol while taking their children to school.• D. Nguyen, a community leader. You saw the Border Patrol’s actions, and many peoplehave come to you complaining about what the border patrol has done. You have friendswho send their children to Rose Hills Elementary School and you think the activities thatthe border patrol have been doing in the community are outrageous. You are a refugeefrom Vietnam.Note: The entire negotiation with the Border Patrol will be limited to 30 minutes!App.7-B-4
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§ 8.9 ConclusionInspiring Leadersh
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B. Critique of the brainstorm sessi
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Some possible answers to share with
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