Social Studies Education and Transnational Civic Education in a Dual-Language Setting

• In Event: Social Studies Education: From National Policies to the Classroom

Abstract

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they related to student understanding of communities. A dual-language, third grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

Authors

• Marialuisa Di Stefano, Utah State University

• Steven Paul Camicia, Utah State University