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

Ashley Taylor Jaffee ^[1]
1. [1] James Madison University
  
  James Madison University
  
  Estados Unidos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 44, Nº 2, 2016, págs. 147-183
Idioma: inglés
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Resumen
- 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.