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Full-Text Articles in Curriculum and Instruction
Shattering, Healing And Dreaming: Lessons From Middle-Grade Literacies And Lives, Carla España
Shattering, Healing And Dreaming: Lessons From Middle-Grade Literacies And Lives, Carla España
Occasional Paper Series
In the summer of 2018, I had the opportunity to read the words of Renée Watson, Jewell Parker-Rhodes, Jacqueline Woodson and Nikki Grimes alongside seventh and eighth graders. Our conversations were grounded in the students’ lives and in stories and poems crafted by Black women. I had the responsibility and honor to select the texts, develop the curriculum and co-create a space with students. The authors’ words helped students process not only the authors’ craft but also how students navigated issues from microaggressions to tensions in friendships, from the oppression experienced at the intersections of their identities to the role …
“It’S Like They Don’T Recognize What I Bring To The Classroom”: African Immigrant Youths’ Multilingual And Multicultural Navigation In United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Anthony Mawuli Sallar
“It’S Like They Don’T Recognize What I Bring To The Classroom”: African Immigrant Youths’ Multilingual And Multicultural Navigation In United States Schools, Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Anthony Mawuli Sallar
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Discourses of African immigrant children are rare in educational research. As such, African immigrant educational experiences are often obscured (in part, owing to the model minority myth about Africans based on higher education degrees received by African immigrants), as well as the actual experiences and realities for African immigrant K-12 students. This qualitative study examines cross-cultural educational experiences of 30 Black African immigrant youth in U.S. schools. The findings reveal multiple participants’ struggles with cultural and linguistic differences, stereotypes and marginalization in the school environment, low expectations from teachers, and adjusting to new schooling practices. The African youths’ voices exhibited …