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ERIC Number: EJ831973
Record Type: Journal
Publication Date: 2006-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1521-0960
Educating Late Arrival High School Immigrant Students: A Call for a More Democratic Curriculum
Salinas, Cinthia
Multicultural Perspectives, v8 n1 p20-27 Apr 2006
Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are often enacted in increasingly ubiquitous late arrival high school immigrant centers. The tensions provide educators with an opportunity to define and redefine American citizenship as a unique cultural, historical, and transformative learning opportunity via the broader use of World Geography Studies. (Contains 1 footnote.)
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 - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A