Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

Jaffee, Ashley Taylor

doi:10.1080/00933104.2016.1171184

Cited by 41 publications

(39 citation statements)

References 31 publications

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“…The overarching themes that guide our conceptual framework are: (a) transnational civic education, (b) fluid hybrid identity as both the origin and result of culturally sustaining pedagogy, (c) sense of belonging and the translanguaging practices as two main aspects that contribute to development of identity, and (d) culturally sustaining pedagogy as the outcome of within-group cultural practices and common cross-ground cultural practices. This aligns with the framework presented by Jaffee [43]. Hence, the study is located within the corpus of scholarship dedicated to extending the education of historically marginalized youth.…”

Section: Theoretical Frameworksupporting

confidence: 66%

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Stefano

Camicia

2018

Education Sciences

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Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

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Section: Theoretical Frameworksupporting

confidence: 66%

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Stefano

Camicia

2018

Education Sciences

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“…Fránquiz and Brochin (2006) determined four premises for educators to consider in the development of cultural citizenship: 1) providing access to culturally relevant oral, visual, and written texts; 2) offering multiple opportunities for children to use cultural assets in the production of texts; 3) fostering cultural preservation; and 4) engaging students in activities with transformative potential. U.S. educational research on cultural citizenship has generally focused on immigrant and Latinx students (Bondy, 2014(Bondy, , 2017Fránquiz & Brochin, 2006) with fewer studies that center the role of the teacher (Jaffee, 2016;Salinas & Alarcón, 2016). However, regardless of their research subjects, these cultural citizenship views of education examine ways in which we can ultimately foster societies founded on respect, democracy, engagement, and learning (Stevenson, 2012).…”

Section: Cultural Citizenshipmentioning

confidence: 99%

From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History

Rodríguez

2018

Theory & Research in Social Education

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Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the teachers drew from their own cultural and linguistic experiences to inform pedagogies of cultural citizenship education that interrogated what it means to be a citizen. By (re)defining the terms Asian American and American (citizen), the teachers enacted cultural citizenship education through the use of counternarratives and children's literature that disrupted normative conceptualizations of citizen. Their work demonstrates how educators can present more inclusive depictions of civic identity, membership, and agency to young learners.

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“…Learning to read, think, interact, and write in these disciplinary ways is especially challenging for learners with low English proficiency, as they may also be unfamiliar with U.S. history and social structures. Engaging in disciplinary literacy practices through translanguaging supports students' multilingual development and learning in social studies as they interact with others to build new knowledge and share that knowledge in both English and their home language(s) (Jaffee, 2016).…”

Section: Translanguaging In Middle School Social Studies Inquirymentioning

confidence: 99%

Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom

Garcia¹,

Schleppegrell²

2021

J Adolescent & Adult Lit

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very school subject has its distinctive ways of engaging with knowledge and its own disciplinary literacy practices of thinking, speaking, reading, and writing. Bi/multilingual learners, at all levels of English proficiency, have the potential to make important contributions to learning in all subjects as they engage with their peers in disciplinary literacy practices. They bring cultural knowledge and experience that can enrich classroom conversations and extend the worldviews and perspectives of other students. Supporting bi/multilingual students to participate fully in gradelevel activities is also the most important thing educators can do to help them make progress in achieving grade-level standards and developing disciplinary language and literacy (National Academies of Sciences, Engineering, and Medicine, 2018).An important way to support students' participation, even as newly arrived students, is to create a translanguaging classroom (García, Johnson, & Seltzer, 2017). In the translanguaging classroom, students are invited and encouraged to draw on all of their meaning-making resources: home/community language and English, as well as gestures, visuals, and any other means to share meaning, enact their identities, and participate in authentic ways. This recognizes that newly arrived bi/multilingual students come to classrooms as fully developed learners and affirms their home/community linguistic and cultural identities, while also acknowledging that those identities are dynamic and evolving in their new context. Translanguaging supports students' agency in making choices about how they learn and enables them to share their perspectives with others, using their home/ community language(s), cultural practices, and previous learning as resources for engaging in new practices in subject matter classrooms.

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Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

Cited by 41 publications

References 31 publications

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History

Culturally Sustaining Disciplinary Literacy for Bi/Multilingual Learners: Creating a Translanguaging Social Studies Classroom

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