Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative

Autor/inn/en	Salinas, Cinthia; Alarcón, Jeannette D.
Titel	Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative
Quelle	In: International Journal of Multicultural Education, 18 (2016) 1, S.68-87 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	High School Students; Hispanic American Students; Hispanic Americans; History Instruction; Historical Interpretation; Citizenship Education; Immigrants; Racial Identification; Inquiry; Interviews; Teacher Surveys; Place Based Education; Qualitative Research; Case Studies; Foreign Countries; Observation; Mexico; Texas; United States + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; History lessons; Geschichtsunterricht; Historische Interpretation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Beobachtung; Mexiko; USA
Abstract	Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analysis focuses attention on the teaching and learning practices and experiences in a secondary classroom serving late arrival immigrant students. The teacher and students willingly trouble the existing historical narrative and consequently insert other perspectives and civic identities into said narrative. The uses of more critical notions of historical inquiry and knowledge of the historical narrative as a cultural tool are vital in disrupting traditional histories and themes, thus promoting civic participation among marginalized communities. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01