Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of  Two Teachers in Arizona and New York

Ramirez, Pablo C.; Jaffee, Ashley Taylor

doi:10.18251/ijme.v18i1.1170

Cited by 10 publications

(7 citation statements)

References 14 publications

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“…Because personal and cultural knowledge contains the "concepts, explanations, and interpretations that students derive from personal experiences in their homes, families, and community cultures" (Banks, 2016, p. 183), school and societal knowledge in the CNMI is quite salient, given that much of the school knowledge is transplanted from the mainland United States. Additionally, a curriculum that is culturally irrelevant and lacks multicultural resources contributes to notions of citizenship (Ramirez & Jaffee, 2016). Moreover, the culture of school in the form of curriculum and its enactment may not act in a synchronized way with the culture of ethnic groups (Gay, 2000).…”

Section: Culturally Responsive Curriculum and Pedagogymentioning

confidence: 99%

Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands

Misco

2018

IJME

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This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools.

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Section: Culturally Responsive Curriculum and Pedagogymentioning

confidence: 99%

Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands

Misco

2018

IJME

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“…Element of Goal: Among the goals of localizing the social studies curriculum can be respecting diverse local traditions by students (Putnam, Putnam, Jerome & Jerome, 2011;Ramirez & Jaffee, 2016).…”

Section: Discussionmentioning

confidence: 99%

A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Laeen¹,

Ayati²,

Sani³

et al. 2019

IJHE

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The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected.. Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers, interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified.

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“…In the field of elementary social studies education, examples of youth civic agency are frequently bereft of attention to racial identity and difference (Brugar, 2015;Mitra & Serriere, 2015). Specifically, social studies research largely neglects to consider how the racial identity of both teachers and students differently impacts how youth agency may be (un)welcomed and (un)supported (Falkner, 2020;Ramirez & Jaffee, 2016;Rodríguez, 2018;Rodríguez & Salinas, 2019;Salinas & Castro, 2010;Vickery, 2016Vickery, , 2017. As both media and schools create, maintain, and justify racism (Ladson-Billings & Tate, 1995;Love, 2019;Yosso, 2002aYosso, , 2002b, critical race media literacy demands the confrontation of troubling or problematic racial representations, an interrogation of the positionality of media producers and the purposes and consequences of media, and agentic, actionoriented challenges to problematic narratives (Hawkman & Shear, 2017;Hawkman & Van Horn, 2019).…”

Section: Critical Race Media Literacymentioning

confidence: 99%

Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement

Rodríguez

Vickery

2020

IJME

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While more diverse children's literature about youth activism is available than ever before, popular picturebooks often perpetuate problematic tropes about the Civil Rights Movement. In this article, we conduct a critical content analysis of the award-winning picturebook The Youngest Marcher and contrast the book's content to a critical race counterstory of the Movement focused on the collective struggle for justice in the face of racial violence. We argue for the need to engage students in civic media literacy through a critical race lens and offer ways to nuance the limited narratives often found in children's literature.

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Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

Cited by 10 publications

References 14 publications

Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands

Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands

A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement

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