Immigrant Educators as Curriculum Texts: The Praxis Within Ethnic Community-Based Arts Programs

• In Event: 45.022 - Community-Based Arts: Storying Identities and Praxis

Abstract

This paper draws on ethnographic research from three ethnic community-based, arts programs serving immigrant youth to examine the ways in which immigrant educators serve as “curriculum texts” for youth. It illustrates the curricular nature of the experiences, being and interactions of immigrant educators who share with youth the same racialized ethnic backgrounds, languages, and cultural practices. It significantly contributes to the re-imagining of the possibilities for education across formal and non-formal settings, and the re-valuing of the work of ethnic community-based organizations and their immigrant staff. Exploring the curricular contributions of minoritized educators in out-of-school contexts is critical, due to current school accountability systems that constrain the ability of minoritized teachers to practice culturally relevant pedagogy.

Authors

• Bic H. Ngo, University of Minnesota

• Betsy Maloney Leaf, University of Minnesota - Twin Cities

• Jana LoBello, University of Minnesota

• Diana Chandara, University of Minnesota - Twin Cities