ABSTRACT

Critiques of traditional civic education as exclusionary toward individuals and groups that are linguistically, culturally, and age-diverse have led to critical civic education that foregrounds the experiences and assets of Communities of Color. Elementary-aged Children of Color face civic marginalization because of their multiple identities, including culture and age. We present a case study of one white fifth-grade teacher, Ms. Vine, and her two classes of culturally and linguistically diverse students who engaged in critical social studies content that created opportunities for students to use and learn about cultural citizenship. We highlight three cultural citizenship practices seen across students’ engagement with social studies content. First, students engaged in self-definition and identity work, laying the groundwork for further critical civic education. Second, the class interrogated issues of injustice and civic action through attention to counternarratives inclusive of Children and Communities of Color as civic actors. Finally, students grappled with historical agency in counternarratives and negotiated agency within the classroom. These cultural citizenship practices enabled Black and Brown children to draw on their civic assets, engage a conception of civicness reflective of people like themselves, and forwarded critical elementary social studies practices.

摘要

对传统公民教育的排斥是对语言，文化和年龄差异的个人和群体的排斥，从而导致了批判性公民教育，它突出了“彩色社区”的经验和资产。有色基本年龄儿童由于其多重身份（包括文化和年龄）而面临公民边缘化的问题。我们提供了一个案例研究，该案例研究是一位白人五年级老师Vine女士，以及她的两门具有不同文化和语言学识的学生班级，他们从事重要的社会研究内容，为学生提供了使用和学习文化公民的机会。我们重点介绍了学生参与社会学习内容时会看到的三种文化公民行为。首先，从事自定义和身份工作的学生，为进一步的公民教育奠定基础。第二，该阶级通过关注包括儿童和有色人种作为公民行为者在内的反叙述来审问不公正和公民行为问题。最后，学生们在课堂上与历史代理机构进行对抗叙述，并与代理机构进行谈判。这些文化上的公民习俗使黑人和布朗儿童能够利用自己的公民资产，运用反映了自己之类的人的公民意识，并提出了重要的基础社会研究实践。学生在课堂上与历史代理机构进行对抗叙述，并与代理机构进行谈判。这些文化公民习俗使黑人和布朗儿童能够利用自己的公民资产，做出反映自己之类的人的公民意识，并转发了重要的基础社会研究实践。学生在课堂上与历史代理机构进行对抗叙述，并与代理机构进行谈判。这些文化上的公民习俗使黑人和布朗儿童能够利用自己的公民资产，运用反映了自己之类的人的公民意识，并提出了重要的基础社会研究实践。