"La Lucha Todavía No Ha Terminado": Critical Immigration Pedagogies in Three Teacher Education Classrooms

• In Event: 34.044 - Critical Policies/Pedagogies on Im/migration, Indigeneity, and Politics of Research

Abstract

In spite of immigration’s significant role in the history of the United States and in current events across the globe, many U.S. pre- and in-service teachers consider the topic too controversial to teach in the classroom. This paper uses Latinx Critical Race Theory and Zipin’s notion of dark funds of knowledge to explore the critical immigration pedagogies enacted in three different elementary social studies methods courses in the American South and Midwest during the first year of Trump’s presidency. The study’s findings urge teacher educators to consider how dark funds of knowledge impact the ability of immigrant and other marginalized students to learn and thrive and the importance of centering such funds in immigration pedagogy and curriculum.

Authors

• Noreen Naseem Rodriguez, Iowa State University

• Sarah Pamperin, Iowa State University

• Melissa Rojas Williams, The University of Texas at Austin