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

Abstract

This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social studies teachers’ enacted pedagogy for Latino/a newcomer students were examined. The cross-case analysis of the 4 teachers’ social studies pedagogy elicited 5 principles of culturally and linguistically relevant citizenship education. These principles include pedagogy of community; pedagogy of success; pedagogy of making cross-cultural connections; pedagogy of building a language of social studies; and pedagogy of community-based, participatory citizenship. Social studies educators should consider these principles when teaching culturally and linguistically diverse students.

Keywords:

• citizenship education
• culturally relevant pedagogy
• Latino/a youth
• newcomer students
• social studies

Notes

1. ¹Latino/a is a broad term referring to people from Latin America where Spanish is spoken (Rong & Preissle, 2009). The U.S. Census uses the terms, Spanish, Hispanic, or Latino, to refer to those who classify themselves as “Mexican, Mexican American, Chicano, Puerto Rican, or Cuban.” Those who identify as “other Spanish/Hispanic/Latino” include people whose origins are from “Spain, the Spanish-speaking countries of Central or South America, the Dominican Republic or people identifying themselves generally as Spanish, Spanish-American, Hispanic, Hispano, Latino, and so on” (U.S. Census Bureau, 2000). Puerto Ricans are included in the U.S. Census Bureau’s definition of Hispanic or Latino, they are classified as migrant, native-born U.S. citizens wherein, “Puerto Rico became a U.S. territory through annexation in 1898, and its residents were allowed to become U.S. citizens through the passage of the Jones Act in 1917” (Rong & Preissle, 2009, p. 212). Therefore, Puerto Ricans will not be included in the analysis of newcomer Latino students.

2. ²“Newcomers,” also defined as newly arrived immigrants in the literature, are born in their native country, and have arrived in the United States within the last 5 years (Suárez-Orozco, Pimentel, & Martin, 2009).

3. ³The NCSS (1994) stated that “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world” (p. vii). These goals, which have been argued over the course of 100 years, are delivered by the curriculum or course work, the aims and objectives of which are decided prior to entering the classroom.

4. ⁴Ross (2006) contended that it is the teacher who enacts the goals of social studies education, whose “beliefs about social studies subject matter and student thinking in social studies as well as planning and instructional strategies, together create the enacted curriculum of a classroom–the day-to-day interactions among students, teacher, and subject matter” (p. 4). Using this conception of curriculum and pedagogy, it is clear that the teacher is the curricular-instructional-gatekeeper (Thornton, 1991) and pedagogical decision-maker in teaching social studies for Latino/a newcomer youth, and it is important to consider what influences their pedagogical decision making and enacted social studies curriculum.

5. ⁵The notion of “subtractive schooling” for immigrant and Latino/a students is problematic, as schools play a large role in “shaping societal relations” (Olsen, 1997, p. 15) and are places whereby a representation of the democratic and social processes enacted in U.S. society might be witnessed (Dewey, 1915).

6. ⁶Torney-Purta et al.’s (2007) study asserted that civic knowledge, expectations of voting, and positive attitudes toward immigrants’ rights were precursors of informed citizenship, political participation, and civic engagement, respectively.

7. ⁷An environment of cariño and confianza is a collective space of support and encouragement for individuals and/or community’s to voice their goals and concerns.

8. ⁸A culture of respeto is shown when communities take the time to understand an individual and/or community’s goals and concerns, and attend to how these are voiced in society.

9. ⁹All names are pseudonyms.

10. ¹⁰The 94 lesson observations included Mr. Sharp—25 observations, Mr. Garrett—24 observations, Mr. Burgos—24 observations, and Ms. Sanford—21 observations.

11. ¹¹The 39 interviews included Mr. Sharp—11 interviews, Mr. Garrett—12 interviews, Mr. Burgos—7 interviews, and Ms. Sanford—9 interviews.

12. ¹²The phases of data analysis are drawn from qualitative research methodologists, including Bogdan and Biklen (2007), Charmaz (2006), Marshall and Rossman (2011), and Stake (1995).

13. ¹³Space, as argued by Gottdiener (as cited in Flores & Benmayor, 1997), does not necessarily designate an actual physical place, but encompasses “socio-material concerns,” including a “piece of real estate” or “an existential freedom and a mental expression” (p. 15). These feelings of belonging to a community space are “essential to survival” for Latino/as, and promote a collective identity (Flores & Benmayor, 1997, p. 16).

Additional information

Notes on contributors

Ashley Taylor Jaffee

ASHLEY TAYLOR JAFFEE is an Assistant Professor of Social Studies Education in the Department of Middle, Secondary, and Mathematics Education in the College of Education at James Madison University, Harrisonburg, VA 22807. She can be contacted at Email: [email protected].