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ERIC Number: EJ938613
Record Type: Journal
Publication Date: 2011
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0890-6459
Where and How Do "We" Enter: (Re)Imagining and Bridging Culturally Relevant Civic Engagements of Teacher Educators, Teachers, and Immigrant Youth
Knight-Diop, Michelle
Teacher Education and Practice, v24 n3 p362-365 Sum 2011
The author takes up the invitation to engage in the dialogue on the imperatives for civic engagement in teacher education at the intersections of youth, immigration, and globalization in urban contexts--especially when given that many of the youth in K-12 schools are immigrants or children of immigrants. The first imperative considers the responsibility of teacher educators to examine the role of citizenship education and teaching about and for civic engagement in their programs. The second imperative addresses the need for culturally relevant civic engagement practices in teacher education to explore the overlapping and intersecting civic identities of teachers and transnational immigrant youth. By transnational immigrant youth, the author means immigrant youth across a range of citizenship/residency status who have overlapping allegiances, loyalties, and civic engagement actions on behalf of multiple countries. These imperatives are grounded in facilitating teacher educators' curricular and pedagogical practices to support and strengthen preservice and in-service teachers' and immigrants youth's complex civic identities and engagements in increasingly diverse democratic societies of the 21st century.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A