287
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

The Civic Lessons and Immigrant Youth (CLAIY): Implications for Teacher Education

References

  • Abu El-Haj, T. R. (2007). “I was born here, but my home, it's not here”: Educating for democratic citizenship in an era of transnational migration and global conflict. Harvard Educational Review, 77, 285–316. doi:10.17763/haer.77.3.412l7m737q114h5m
  • Anzaldúa, G. (1987). Borderlands/la frontera: The new mestizo. San Francisco, CA: Aunt Lute Books.
  • Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64, 173–195. doi:10.17763/haer.64.2.58q5m5744t325730
  • Beck, T. (2013). Identity, discourse, and safety in a high school discussion of same-sex marriage. Theory & Research in Social Education, 41, 1–32. doi:10.1080/00933104.2013.757759
  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482. doi:10.1016/S0883-0355(02)00004-6
  • Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43, 323–335. doi:10.1177/0022487192043005002
  • Bloemraad, I. (2006). Becoming a citizen: Incorporating immigrants and refugees in the United States and Canada. Berkeley, CA: University of California Press.
  • Buchanan, L. B., & Hilburn, J. (2016). Riding la bestia: Preservice teachers' responses to documentary counter-Stories of US immigration. Journal of Teacher Education, 67, 408–423. doi:10.1177/0022487116660153
  • Campano, G., & Ghiso, M. P. (2010). Immigrant students as cosmopolitan intellectuals. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), The handbook of research on children's and young adult literature (pp. 164–176). New York, NY: Routledge.
  • Chang, A. (2017). The Struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation. New York, NY: Springer.
  • Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61, 279–311. doi:10.17763/haer.61.3.q671413614502746
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
  • “Dabach, D. B. (2014). “You can't vote, right?”: When language proficiency is a proxy for citizenship in a civics classroom. Journal of International Social Studies, 4(2), 37–56.”
  • Dabach, D. B. (2015). “My student was apprehended by immigration”: A civics teacher's breach of silence in a mixed-citizenship classroom. Harvard Educational Review, 85, 383–412. doi:10.17763/0017-8055.85.3.383
  • Dabach, D. B., & Fones, A. (2016). Beyond the “English Learner” frame: Transnational funds of knowledge in social studies. International Journal of Multicultural Education, 18, 7–27. doi:10.18251/ijme.v18i1.1092
  • Dabach, D. B., Fones, A., Merchant, N. H., & Adekile, A. (2018). Teachers navigating civic education when students are undocumented: Building case knowledge. Theory & Research in Social Education, 1–43. [ Advance Online Publication] doi:10.1080/00933104.2017.1413470
  • Dabach, D. B., Fones, A., Merchant, N. H., & Kim, M. J. (2017). Discourses of exclusion: Immigrant-origin youth responses to immigration debates in an election year. Journal of Language, Identity & Education, 16, 1–16. doi:10.1080/15348458.2016.1239538
  • Dabach, D. B., Suárez-Orozco, C., Hernandez, S. J., & Brooks, M. D. (2018). Future perfect?: Teachers' expectations and explanations of their Latino immigrant students' postsecondary futures. Journal of Latinos and Education, 17(1), 38–52. doi:10.1080/15348431.2017.1281809
  • Daniels, R. (2005). Guarding the golden door: American immigration policy and immigrants since 1882. New York, NY: Macmillan.
  • Dawsey, J. (2018). Trump derides protections for immigrants from ‘shithole’ countries. The Washington Post. Retrieved from https://www.washingtonpost.com/politics/trump-attacks-protections-for-immigrants-from-shithole-countries-in-oval-office-meeting/2018/01/11/bfc0725c-f711-11e7-91af-31ac729add94_story.html?utm_term=.8dfe3c68f695
  • Donahue, D. M., & Stuart, J. (Eds.). (2010). Artful teaching: Integrating the arts for understanding across the curriculum, K–8. New York, NY: Teachers College Press.
  • Fass, P. (1989). Outside in: Minorities and the transformation of American education. New York, NY: Oxford University Press.
  • Gallo, S., & Link, H. (2016). Exploring the borderlands: Elementary school teachers' navigation of immigration practices in a new Latino diaspora community. Journal of Latinos and Education, 15(3), 180–196. doi:10.1080/15348431.2015.1099531
  • Gonzales, R. G., & Sigona, N. (Eds.). (2017). Within and beyond citizenship: Borders, membership and belonging. New York, NY: Taylor & Francis.
  • González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
  • Hess, D. E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory & Research in Social Education, 30, 10–41. doi:10.1080/00933104.2002.10473177
  • Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge.
  • Higham, J. (1955/2002). Strangers in the land: Patterns of American nativism, 1860–1925. New Brunswick, NJ: Rutgers University Press.
  • Jaffe-Walter, R. (2016). Coercive concern: Nationalism, liberalism, and the schooling of Muslim youth. Palo Alto, CA: Stanford University Press.
  • Jaffe-Walter, R., & Lee, S. J. (2018). Engaging the Transnational Lives of Immigrant Youth in Public Schooling: Toward a Culturally Sustaining Pedagogy for Newcomer Immigrant Youth. American Journal of Education, 124(3), 257–283. doi:10.1086/697070
  • Jefferies, J., & Dabach, D. B. (2014). Breaking the silence: Facing undocumented issues in teacher practice. Association of Mexican American Educators Journal, 8, 83–93.
  • King, M. L. (1964). Why we can't wait. New York, NY: Mentor/New American Library.
  • Ladson-Billings, G. (1994). What we can learn from multicultural education research. Educational Leadership, 51(8), 22–26.
  • Lam, W. S. E. (2006). Chapter 6: Culture and learning in the context of globalization: Research directions. Review of Research in Education, 30, 213–237. doi:10.3102/0091732X030001213
  • Mangual Figueroa, A. (2017). Speech or silence: Undocumented students' decisions to disclose or disguise their citizenship status in school. American Educational Research Journal, 54, 485–523. doi:10.3102/0002831217693937
  • Marrow, H. B. (2011). New destination dreaming: Immigration, race, and legal status in the rural American south. Palo Alto, CA: Stanford University Press.
  • Martínez-Prieto, D. (2018). Indexation and ideologies: Latinx and Nahuatl terms in our identity journey. Journal of Latinos and Education, 1–6. doi:10.1080/15348431.2018.1432486
  • McDonald, M. A., Bowman, M., & Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115, 1–35.
  • Mead, M. (1951). The school in American culture: The Inglis lecture Harvard University. Cambridge, MA: Harvard University Press.
  • Migration Policy Institute. (2016). https://www.migrationpolicy.org/programs/ell-information-center
  • Ngai, M. M. (2004). Impossible subjects: Illegal aliens and the making of modern America. Princeton, NJ: Princeton University Press.
  • Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84, 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
  • Phillips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. B. Cazden, V. P. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370–394). New York, NY: Teachers College Press.
  • Quinn, R., Hopkins, M., & García Bedolla, L. (2017). The politics of immigration and education. Education Policy, 31, 707–715. doi:10.1177/0895904817725729
  • Ríos-Rojas, A. (2011). Beyond delinquent citizenships: Immigrant youth's (re)visions of citizenship and belonging in a globalized world. Harvard Educational Review, 81, 64–95. doi:10.17763/haer.81.1.6j488401h4540454
  • Rosaldo, R. (1994). Cultural citizenship and educational democracy. Cultural Anthropology, 9(3), 402–411. doi:10.1525/can.1994.9.3.02a00110
  • Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15, 85–109. doi:10.1177/1525822X02239569
  • Salinas, C., & Lozano, A. (2017). Mapping and recontextualizing the evolution of the term Latinx: An environmental scanning in higher education. Journal of Latinos and Education, 1–14. doi:10.1080/15348431.2017.1390464
  • Santa Ana, O. (2002). Brown tide rising: Metaphors of Latinos in contemporary American public discourse. Austin, TX: University of Texas Press.
  • Sepúlveda, E. (2011). Toward a pedagogy of acompañamiento: Mexican migrant youth writing from the underside of modernity. Harvard Educational Review, 81, 550–573. doi:10.17763/haer.81.3.088mv5t704828u67
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004
  • Suárez-Orozco, M. M., & Michikyan, M. (2016). Introduction: Education for citizenship in the age of globalization and mass migration. In J. A., Banks, M. M., Suárez-Orozco, & Ben-Peretz (Eds.), Global migration, diversity, and civic education: Improving policy and practice (pp. 1–25). New York, NY: Teachers College Press.
  • Suárez-Orozco, C., & Suárez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
  • Sung, K. K. (2015). ‘Hella ghetto!’:(Dis) locating race and class consciousness in youth discourses of ghetto spaces, subjects and schools. Race Ethnicity and Education, 18(3), 363–395. doi:10.1080/13613324.2013.792799
  • Talmy, S. (2004). Forever FOB. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 14, 149–172.
  • Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.
  • Wodak, R. (2008). “Us” and “them”: Inclusion and exclusion—Discrimination via discourse. In G. Delanty, R. Wodak, & P. Jones (Eds.), Migration, identity, and belonging (pp. 54–78). Liverpool, UK: University of Liverpool Press.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: SAGE.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.