From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History

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...

Full description

Saved in:
Bibliographic Details
Published inTheory and research in social education Vol. 46; no. 4; pp. 528 - 573
Main Author Rodríguez, Noreen Naseem
Format Journal Article
LanguageEnglish
Published Routledge 02.10.2018
Subjects
Asian Americans
Asian critical race theory
Childrens Literature
Citizenship Education
critical race theory
Critical Theory
cultural citizenship
elementary education
Elementary School Students
Elementary Secondary Education
Immigration
Minority Group Teachers
Race
Self Concept
Social Studies
teachers of color
Teaching Methods
United States History
Online AccessGet full text

Cover

More Information
Summary: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.
ISSN:0093-3104
2163-1654
DOI:10.1080/00933104.2018.1432432