Collective Classroom Citizenship: A Cross-Case of Urban Elementary Classroom Responsive Citizenship

• In Event: An Abolitionist Democracy: How Curriculum Serves as a Progenitor to Racial Equity

Abstract

This collective case study examined how elementary classroom teachers provided resources for social, academic, and citizenship development, resulting in responsive citizenship. We utilized a sociocultural perspective noting how language and lived experiences become resources for negotiating meaning. Classroom data were selected from earlier studies with teachers and students in three highly diverse Title 1 elementary schools in the Western US. Data consisted of interviews and classroom observations from the three classrooms. We examined student artifacts for examples of how they constructed citizenship within and beyond the context of the classroom. Three primary themes were: Responsive Citizenship, Navigating the Academic Curriculum, and Negotiating Learning through Social and Academic Processes.

Authors

• LeAnn G. Putney, University of Nevada - Las Vegas

• Suzanne H. Jones, Utah State University