In response to the shocking events of the recent migrant crisis in Europe, this Atlas sets out a revised critical geography of European migration policies, aiming to change our perceptions of borders, to map security controls across the continent, and above all to give a voice to the migrant.

They are a mass migration of thousands, yet each one travels alone. Solito, Solita (Alone, Alone), shortlisted for the 2019 Juan E. Méndez Book Award for Human Rights in Latin America, is an urgent collection of oral histories that tells—in their own words—the story of young refugees fleeing countries in Central America and traveling for hundreds of miles to seek safety and protection in the United States. Fifteen narrators describe why they fled their homes, what happened on their dangerous journeys through Mexico, how they crossed the borders, and for some, their ongoing struggles to survive in the United States. In an era of fear, xenophobia, and outright lies, these stories amplify the compelling voices of migrant youth. What can they teach us about abuse and abandonment, bravery and resilience, hypocrisy and hope? They bring us into their hearts and onto streets filled with the lure of freedom and fraught with violence. From fending off kidnappers with knives and being locked in freezing holding cells to tearful reunions with parents, Solito, Solita’s narrators bring to light the experiences of young people struggling for a better life across the border. This collection includes the story of Adrián, from Guatemala City, whose mother was shot to death before his eyes. He refused to join a gang, rode across Mexico atop cargo trains, crossed the US border as a minor, and was handcuffed and thrown into ICE detention on his eighteenth birthday. We hear the story of Rosa, a Salvadoran mother fighting to save her life as well as her daughter’s after death squads threatened her family. Together they trekked through the jungles on the border between Guatemala and Mexico, where masked men assaulted them. We also meet Gabriel, who after surviving sexual abuse starting at the age of eight fled to the United States, and through study, legal support and work, is now attending UC Berkeley.

This book examines the social construction and representation of ‘youth on the move’ in the context of the migration process, using El Salvador, Guatemala, and Honduras as a case study to reinterpret the immigration process under the frameworks of coloniality and epistemologies of the South. The discussion surrounding Central American migrants has increased exponentially with the emergence of the caravans and the increased security measures along Mexican and US borders. Explicitly focused on the plight of children and young people, the examination of migration includes exploring the global context and dynamics that influence migratory trends and framing Central American migrant processes and youth strategies of survival and resistance. Contributing to existing conversations about the migration of people from Central America, this text seeks to understand the phenomenon’s roots. This book will interest scholars and students across the social sciences, particularly those studying the global dynamics of power, and migration and governance, as well as practitioners involved in decision-making with governments and international organizations.

Award-winning Mexican author Juan Pablo Villalobos explores illegal immigration with this emotionally raw and timely nonfiction book about ten Central American teens and their journeys to the United States. You can't really tell what time it is when you're in the freezer. Every year, thousands of migrant children and teens cross the U.S.-Mexico border. The journey is treacherous and sometimes deadly, but worth the risk for migrants who are escaping gang violence and poverty in their home countries. And for those refugees who do succeed? They face an immigration process that is as winding and multi-tiered as the journey that brought them here. In this book, award-winning Mexican author Juan Pablo Villalobos strings together the diverse experiences of eleven real migrant teenagers, offering readers a beginning road map to issues facing the region. These timely accounts of courage, sacrifice, and survival—including two fourteen-year-old girls forming a tenuous friendship as they wait in a frigid holding cell, a boy in Chicago beginning to craft his future while piecing together his past in El Salvador, and cousins learning to lift each other up through angry waters—offer a rare and invaluable window into the U.S.–Central American refugee crisis. In turns optimistic and heartbreaking, The Other Side balances the boundless hope at the center of immigration with the weight of its risks and repercussions. Here is a necessary read for young people on both sides of the issue.

The true story of a boy who sets out with absolutely nothing to find his mother who went to the US from Honduras to look for work.

Restores the region’s fraught history of repression and resistance to popular consciousness and connects the United States’ interventions and influence to the influx of refugees seeking asylum today. At the center of the current immigration debate are migrants from Central America fleeing poverty, corruption, and violence in search of refuge in the United States. In Central America’s Forgotten History, Aviva Chomsky answers the urgent question “How did we get here?” Centering the centuries-long intertwined histories of US expansion and Indigenous and Central American struggles against inequality and oppression, Chomsky highlights the pernicious cycle of colonial and neocolonial development policies that promote cultures of violence and forgetting without any accountability or restorative reparations. Focusing on the valiant struggles for social and economic justice in Guatemala, Nicaragua, El Salvador, and Honduras, Chomsky restores these vivid and gripping events to popular consciousness. Tracing the roots of displacement and migration in Central America to the Spanish conquest and bringing us to the present day, she concludes that the more immediate roots of migration from El Salvador, Guatemala, and Honduras lie in the wars and in the US interventions of the 1980s and the peace accords of the 1990s that set the stage for neoliberalism in Central America. Chomsky also examines how and why histories and memories are suppressed, and the impact of losing historical memory. Only by erasing history can we claim that Central American countries created their own poverty and violence, while the United States’ enjoyment and profit from their bananas, coffee, mining, clothing, and export of arms are simply unrelated curiosities.

Refugee and Forced Migration Studies has grown from being a concern of a relatively small number of scholars and policy researchers in the 1980s to a global field of interest with thousands of students worldwide studying displacement either from traditional disciplinary perspectives or as a core component of newer programmes across the Humanities and Social and Political Sciences. Today the field encompasses both rigorous academic research which may or may not ultimately inform policy and practice, as well as action-research focused on advocating in favour of refugees' needs and rights. This authoritative Handbook critically evaluates the birth and development of Refugee and Forced Migration Studies, and analyses the key contemporary and future challenges faced by academics and practitioners working with and for forcibly displaced populations around the world. The 52 state-of-the-art chapters, written by leading academics, practitioners, and policymakers working in universities, research centres, think tanks, NGOs and international organizations, provide a comprehensive and cutting-edge overview of the key intellectual, political, social and institutional challenges arising from mass displacement in the world today. The chapters vividly illustrate the vibrant and engaging debates that characterize this rapidly expanding field of research and practice.

An eloquent and timely plea for understanding refugees. Why are young people leaving their country to walk to the United States to seek a new, safe home? Over 100,000 such children have left Central America. This book of poetry helps us to understand why and what it is like to be them. This powerful book by award-winning Salvadoran poet Jorge Argueta describes the terrible process that leads young people to undertake the extreme hardships and risks involved in the journey to what they hope will be a new life of safety and opportunity. A refugee from El Salvador’s war in the eighties, Argueta was born to explain the tragic choice confronting young Central Americans today who are saying goodbye to everything they know because they fear for their lives. This book brings home their situation and will help young people who are living in safety to understand those who are not. Compelling, timely and eloquent, this book is beautifully illustrated by master artist Alfonso Ruano who also illustrated The Composition, considered one of the 100 Greatest Books for Kids by Scholastic’s Parent and Child Magazine. Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. CCSS.ELA-LITERACY.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-LITERACY.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. CCSS.ELA-LITERACY.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.