"Does the Color of Your Skin Make You American?:" Immigrant Parents' Responses to History Texts in the New South

Autor/in	Noguerón-Liu, Silvia
Titel	"Does the Color of Your Skin Make You American?:" Immigrant Parents' Responses to History Texts in the New South
Quelle	In: Theory Into Practice, 58 (2019) 3, S.263-272 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noguerón-Liu, Silvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1599230
Schlagwörter	Immigrants; Hispanic American Students; Parent Attitudes; Civil Rights; Reader Response; Citizenship Education; Social Studies; Identification (Psychology); Racial Factors; Nationalism; History; Social Bias; Patriotism; Student Diversity; Activism; Agricultural Occupations + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Leserbrief; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Gemeinschaftskunde; Nationalismus; Geschichte; Geschichtsdarstellung; Patriotismus; Aktivismus; Politischer Protest; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf
Abstract	This article describes the ways positioning theory is used to examine the reading responses of immigrant parents to texts about the contributions of historical figures of nondominant backgrounds. I explain how theories of positioning and identity can inform citizenship and social studies education; in particular, programs serving Latinx and immigrant students of diverse backgrounds. I then apply a positionality lens to examine immigrant parents' responses to texts about César Chavez' background, and to their responses to books about the Civil Rights Movement. I show how they discuss the intersection of race, citizenship status, and allegiance to the nation-state, positioning historical figures in relation to these concepts, and to narratives of injustice (present and past) across countries. I present implications for critical questioning of history texts in the classrooms, leveraging the knowledge and perspectives of diverse families and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01