Abstract
This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).
| Original language | English (US) |
|---|---|
| Pages (from-to) | 45-67 |
| Number of pages | 23 |
| Journal | International Journal of Multicultural Education |
| Volume | 18 |
| Issue number | 1 |
| State | Published - 2016 |
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Keywords
- Active citizenship
- Citizenship education
- Culturally responsive teaching
- Newcomer youth
- Ssocial studies
ASJC Scopus subject areas
- Education
- Cultural Studies
Cite this
Culturally responsive active citizenship education for newcomer students : A Cross-State Case study of two teachers in arizona and new york. / Ramirez, Pablo; Jaffee, Ashley Taylor.
In: International Journal of Multicultural Education, Vol. 18, No. 1, 2016, p. 45-67.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Culturally responsive active citizenship education for newcomer students
T2 - A Cross-State Case study of two teachers in arizona and new york
AU - Ramirez, Pablo
AU - Jaffee, Ashley Taylor
PY - 2016
Y1 - 2016
N2 - This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).
AB - This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).
KW - Active citizenship
KW - Citizenship education
KW - Culturally responsive teaching
KW - Newcomer youth
KW - Ssocial studies
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UR - http://www.scopus.com/inward/citedby.url?scp=84962468943&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84962468943
VL - 18
SP - 45
EP - 67
JO - International Journal of Multicultural Education
JF - International Journal of Multicultural Education
SN - 1934-5267
IS - 1
ER -