Asset-Based Civics for, With, and by Immigrant Students: Three Sites of Enriched Teaching and Learning for Immigrant and Native-Born Students

• In Event: Issues in Civic Education

Abstract

This qualitative collective case study with six high school Civics teachers revealed that using an asset-based approach to teaching Civics for, with, and by immigrant students enriched teaching and learning for immigrant and native-born students. Using a combined theoretical framework of additive acculturation, civic education, and codetermination, and nested in immigrant civic education and asset-based literature, this study identifies three sites of enriched Civics teaching and learning.

Author

• Jeremy Hilburn, University of North Carolina - Wilmington