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ERIC Number: EJ1072445
Record Type: Journal
Publication Date: 2015
Pages: 33
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0093-3104
Asset-Based Civics for, with, and by Immigrant Students: Three Sites of Enriched Teaching and Learning for Immigrant and Native-Born Students
Hilburn, Jeremy
Theory and Research in Social Education, v43 n3 p372-404 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina