Curricular Agents: Adolescent Immigrant Students as Generators of Literacy Curriculum

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-26 - Teacher Research: Critical Literacy Across the Grades

Abstract

Employing methods of practitioner research, the researcher in this study served in the dual roles of researcher and middle school ESL (English as a Second Language) Teacher to critically examine her own teaching practice as well as the literacy work of her students. The students in the study were all children of immigrants; most had crossed the Mexico-Texas border as young children and held undocumented citizenship status in the United States. Following the students’ interest in socio-political issues of race and immigration reform, the teacher-researcher worked with students to craft a year-long curricular study of immigration. This study explores what happens when racially, socio-economically, and socio-politically marginalized students are positioned as significant contributors to their literacy curriculum.

Author

• Michelle C.S. Greene, Indiana University - Bloomington