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Educ. Sci. 2018, 8(3), 128; https://doi.org/10.3390/educsci8030128

Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

1
Department of Teacher Education and Curriculum Studies, University of Massachusetts—Amherst, Amherst, MA 01003, USA
2
School of Teacher Education and Leadership, Utah State University, Logan, UT 84322, USA
*
Author to whom correspondence should be addressed.
Received: 8 June 2018 / Revised: 17 August 2018 / Accepted: 21 August 2018 / Published: 23 August 2018
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Abstract

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged. View Full-Text
Keywords: emergent bilinguals; social studies curriculum; identity; language; belonging; culturally sustaining pedagogies emergent bilinguals; social studies curriculum; identity; language; belonging; culturally sustaining pedagogies
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Di Stefano, M.; Camicia, S.P. Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Educ. Sci. 2018, 8, 128.

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