Asset-based civics for, with, and by immigrant students: Three sites of enriched teaching and learning for immigrant and native-Born students

• Jeremy Hilburn ^[1]
  1. [1] University of North Carolina Wilmington

     University of North Carolina Wilmington

     Township of Wilmington, Estados Unidos

     
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 43, Nº 3, 2015, págs. 372-404
• Idioma: inglés
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• Resumen

  • In this qualitative collective case study with 6 high school civics teachers, I found that using an asset-based approach to teaching civics for, with, and by immigrant students enriched teaching and learning for immigrant and native-born students, although participants missed some opportunities for deeper exploration. I used a combined theoretical framework of additive acculturation, civic education, and codetermination, and nested this study in immigrant civic education and asset-based literature.

    Data revealed 3 “sites” of enriched civics teaching and learning when teachers employed an asset-based approach: adding comparative and international perspectives, initiating critical civic discourse, and challenging native-born students’ assumptions.