ABSTRACT

This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers’ minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a sense of their own vulnerability in the current racist, U.S.-centric, and anti-immigration climate. Nevertheless, these teachers have crafted a range of tactics to navigate the uncertainties they face and their sense of non-belonging, performing transnational activities with those in their home countries and forging alliances with their students in their local school communities. Through their complex and unique positionalities, these migrant teachers have shaped their understanding and practices of citizenship which decenter the increasing focus on the nation-state and Whiteness. Their life trajectories as migrants of color further served as valuable assets in their teaching citizenship education. This study provides implications for social studies educators, citizenship scholarship, and teacher education research.

摘要

这项研究探讨了纽约市移民社会研究教师的位置，以及这些位置如何告知他们对公民教育的看法和教学实践。调查结果表明，移民教师的种族，文化，语言和宗教背景极小化，再加上他们在美国缺乏公民身份，造成并加剧了各种形式的排斥，以及他们在当前的脆弱性中种族主义，以美国为中心和反移民的气候。然而，这些老师制定了一系列策略来克服他们所面临的不确定性和不归属感，与他们本国的老师进行跨国活动，并与他们在当地学校社区的学生结成联盟。这些移民教师凭借其复杂而独特的地位，塑造了他们对公民身份的理解和实践，使人们对民族国家和白人的关注日益集中。他们作为有色移民的生活轨迹在他们的公民教育教学中进一步成为了宝贵的财富。该研究为社会研究教育者，公民奖学金和教师教育研究提供了启示。