In EDS ansehen

Community spaces as sites of pedagogical solidarity for and with immigrant children.

Gespeichert in:
Bibliographische Detailangaben
Titel: Community spaces as sites of pedagogical solidarity for and with immigrant children.
Autoren: Cárdenas Curiel, Lucía1 (AUTHOR) luciac@msu.edu, Alabede, Yetunde S.1 (AUTHOR), Cheung, Ming Ming1 (AUTHOR), Suvarna, Akshaya1 (AUTHOR)
Quelle: Theory Into Practice. Oct2025, p1-13. 13p.
Schlagwörter: IMMIGRANT children, STUDENT teachers, PUBLIC spaces, YOUTH development, NATIVE language, BILINGUAL students, COLLABORATIVE learning, CULTURALLY relevant education
Abstract: Recognizing that not all learning happens in the classroom, this article discusses community spaces within the contexts of schools as teaching and learning sites of solidarity for and with immigrant children. The university instructors and pre-service teachers (PSTs) engaged critically as they visited community spaces such as gardens, science, and art museums to examine how these spaces sustain (or not) home languages and family and community knowledge. PSTs also explored how to robustly include home languages and multiliteracies pedagogy for teaching bilingual and multilingual learners. This article includes PSTs’ reflections on how to establish spaces of solidarity that enrich immigrants’ disciplinary learning when visiting community spaces, and reflects on how to bring linguistic, familial, and community knowledge into K-12 classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Business Source Index
Beschreibung
Abstract:Recognizing that not all learning happens in the classroom, this article discusses community spaces within the contexts of schools as teaching and learning sites of solidarity for and with immigrant children. The university instructors and pre-service teachers (PSTs) engaged critically as they visited community spaces such as gardens, science, and art museums to examine how these spaces sustain (or not) home languages and family and community knowledge. PSTs also explored how to robustly include home languages and multiliteracies pedagogy for teaching bilingual and multilingual learners. This article includes PSTs’ reflections on how to establish spaces of solidarity that enrich immigrants’ disciplinary learning when visiting community spaces, and reflects on how to bring linguistic, familial, and community knowledge into K-12 classrooms. [ABSTRACT FROM AUTHOR]
ISSN:00405841
DOI:10.1080/00405841.2025.2569281