De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings

Autor/in	Gibson, Melissa Leigh
Titel	De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings
Quelle	In: Social Studies, 108 (2017) 1, S.10-21 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1237465
Schlagwörter	Civics; Bilingualism; Biculturalism; Social Studies; Case Studies; Bilingual Education; Multicultural Education; Middle Schools; Foreign Countries; International Schools; Grade 8; Mexico + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Bilingualismus; Bikulturalität; Gemeinschaftskunde; Case study; Fallstudie; Case Study; Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; Middle school; Mittelschule; Mittelstufenschule; Ausland; International school; Internationale Schule; School year 08; 8. Schuljahr; Schuljahr 08; Mexiko
Abstract	Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the author's own bilingual and bicultural approach to teaching middle school civics at a dual-language American school in Mexico. Through the illustration of a comparative civics curriculum that incorporates translanguaging practices, the author argues that embracing bilingualism and biculturalism in the social studies can lead to more expansive possibilities for justice-oriented civic education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01