Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting
Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of posit...
Saved in:
Published in: | Education sciences Vol. 8; no. 3; pp. 128 - 149 |
---|---|
Main Authors: | , |
Format: | Journal Article |
Language: | English |
Published: |
Basel
MDPI AG
01-09-2018
|
Subjects: | |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Summary: | Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged. |
---|---|
ISSN: | 2227-7102 2227-7102 |
DOI: | 10.3390/educsci8030128 |