Pen to Paper to Power: Lessons From an Arts Program Serving Somali Youth

• In Event: Roundtable Session 2
  In Roundtable Session: Alternative Approaches to Literacy and Learning

Abstract

The purpose of this paper is to illustrate the ways in which the practices of two instructors in an arts-based, after-school literacy program serving Somali youth may provide insights for teaching urban, immigrant students. It draws on a qualitative self-study that examines the experiences had while developing and facilitating an experimental program in a nontraditional educational environment as cultural outsiders. It illuminates the difficulties of culturally relevant pedagogy with immigrant youth, given the complexity of immigrant youth culture, formed at the intersection of ethnic culture, youth culture, and popular culture. It significantly contributes to the literature on culturally relevant pedagogy.

Authors

• Chelda Smith, University of Minnesota - Twin Cities

• Brian Lozenski, University of Minnesota - Twin Cities