Engaging the transnational lives of immigrant youth in public schooling: Toward a culturally sustaining pedagogy for newcomer immigrant youth

Reva Jaffe-Walter, Stacey J. Lee

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Drawing on ethnographic research in urban schools serving recently arrived immigrant students inNew York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and in home countries. Furthermore, they show how educators recognize and build on young people’s connections to homelands in their classrooms and in the teaching of academic content to promote the belonging and engagement of their students. Thus, the authors argue that by recognizing and engaging students’ transnational knowledge, experiences, and attachments, educators are engaging in a culturally sustaining pedagogy that prepares students for our changing globalized world.

Original languageEnglish
Pages (from-to)257-283
Number of pages27
JournalAmerican Journal of Education
Volume124
Issue number3
DOIs
StatePublished - 1 May 2018

Fingerprint

immigrant
student
educator
Homelands
classroom
Teaching
school
experience

Cite this

@article{cf0e52f092a54834b624e56636820d8f,
title = "Engaging the transnational lives of immigrant youth in public schooling: Toward a culturally sustaining pedagogy for newcomer immigrant youth",
abstract = "Drawing on ethnographic research in urban schools serving recently arrived immigrant students inNew York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and in home countries. Furthermore, they show how educators recognize and build on young people’s connections to homelands in their classrooms and in the teaching of academic content to promote the belonging and engagement of their students. Thus, the authors argue that by recognizing and engaging students’ transnational knowledge, experiences, and attachments, educators are engaging in a culturally sustaining pedagogy that prepares students for our changing globalized world.",
author = "Reva Jaffe-Walter and Lee, {Stacey J.}",
year = "2018",
month = "5",
day = "1",
doi = "10.1086/697070",
language = "English",
volume = "124",
pages = "257--283",
journal = "American Journal of Education",
issn = "0195-6744",
publisher = "University of Chicago",
number = "3",

}

TY - JOUR

T1 - Engaging the transnational lives of immigrant youth in public schooling

T2 - Toward a culturally sustaining pedagogy for newcomer immigrant youth

AU - Jaffe-Walter, Reva

AU - Lee, Stacey J.

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Drawing on ethnographic research in urban schools serving recently arrived immigrant students inNew York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and in home countries. Furthermore, they show how educators recognize and build on young people’s connections to homelands in their classrooms and in the teaching of academic content to promote the belonging and engagement of their students. Thus, the authors argue that by recognizing and engaging students’ transnational knowledge, experiences, and attachments, educators are engaging in a culturally sustaining pedagogy that prepares students for our changing globalized world.

AB - Drawing on ethnographic research in urban schools serving recently arrived immigrant students inNew York City, this article considers the importance of drawing on transnational attachments in culturally sustaining pedagogy for newcomer immigrant students. The authors document how recently arrived immigrant youth narrated real and imagined transnational attachments as they described their past, current, and future lives in the United States and in home countries. Furthermore, they show how educators recognize and build on young people’s connections to homelands in their classrooms and in the teaching of academic content to promote the belonging and engagement of their students. Thus, the authors argue that by recognizing and engaging students’ transnational knowledge, experiences, and attachments, educators are engaging in a culturally sustaining pedagogy that prepares students for our changing globalized world.

UR - http://www.scopus.com/inward/record.url?scp=85044262314&partnerID=8YFLogxK

U2 - 10.1086/697070

DO - 10.1086/697070

M3 - Article

AN - SCOPUS:85044262314

VL - 124

SP - 257

EP - 283

JO - American Journal of Education

JF - American Journal of Education

SN - 0195-6744

IS - 3

ER -