Drawing on ethnographic research in urban schools serving recently arrived immigrant students in New 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.

中文翻译：

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在公立学校中融入移民青年的跨国生活：迈向新移民青年的文化可持续教学法

本文借鉴了为纽约市新来的移民学生提供服务的城市学校的民族志研究，探讨了利用跨国依恋对新移民学生在文化上维持教学法的重要性。作者记录了新来的移民青年如何在描述他们在美国和本国的过去、现在和未来生活时讲述真实和想象的跨国依恋。此外，它们还展示了教育工作者如何在课堂和学术内容教学中认识和建立年轻人与家乡的联系，以促进学生的归属感和参与度。因此，作者认为，通过认识和吸引学生的跨国知识、经验和依恋，