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.
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