Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

2-15-2018

Journal or Book Title

Theory & Research in Social Education

Volume

46

Issue

4

First Page

528

Last Page

573

DOI

10.1080/00933104.2018.1432432

Abstract

Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the teachers drew from their own cultural and linguistic experiences to inform pedagogies of cultural citizenship education that interrogated what it means to be a citizen. By (re)defining the terms Asian American and American (citizen), the teachers enacted cultural citizenship education through the use of counternarratives and children’s literature that disrupted normative conceptualizations of citizen. Their work demonstrates how educators can present more inclusive depictions of civic identity, membership, and agency to young learners.

Comments

This accepted article is published as Rodríguez, N. N. (2018). From margins to center: Developing cultural citizenship education through the teaching of Asian American history. Theory & Research in Social Education, 46(4), 528-573. doi:10.1080/00933104.2018.1432432. Posted with permission.

Copyright Owner

Informa UK Limited

Language

en

File Format

application/pdf

Published Version

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