Autoethnographic Counterstories of Immigration in K-12 Classrooms

• In Event: Roundtable Session 2
  In Roundtable Session: Achieving Social Justice for Immigrant Students Through Empowering Education

Abstract

Pedagogies from critical and social justice perspectives have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. However, more empirical research is needed to document the applications of critical and social justice pedagogies in K-12 classrooms, particularly across culturally and linguistically diverse communities. In this study, I employed participant ethnography and through a Critical Race Theory lens, I examined a teacher’s implementation of and students’ textual production of autoethnographic counterstories of immigration. This study highlights the potential of autoethnographic counterstories and Critical Race Theory as pedagogical tools to counter deficit narratives and value immigrant youth’s experiential knowledge, while learning academic literacies.

Author

• Rosa M. Jimenez, University of San Francisco