Sage Journals: Discover world-class research

Abstract

Immigration is a public issue that needs student exploration. This cross-disciplinary study brings awareness of diverse cultures by studying immigration through personal history in a multiethnic urban elementary school. Research suggests the importance of integrating assets students bring into the classroom in instruction. Changing pedagogies also emphasize the need for students to participate in community-based inquiries. This asset-based perspective centers students as knowledge producers, instead of knowledge consumers, making them active participants in learning.

Keywords

urban education schools multicultural education students

Get full access to this article

View all access options for this article.

References

Bersh

L. C.

(2013). The curricular value of teaching about immigration through picture book thematic text sets. The Social Studies, 104, 47-56.

Brophy

(1999). Elementary students learn about Native Americans: The development of knowledge and empathy. Social Education, 63, 39-45.

Bruner

(1977). The process of education. Cambridge, MA: Harvard University Press. (Original work published 1960)

Camarota

S. A.

Zeigler

(2014). U.S. immigrant population record 41.3 million in 2013. Center for Immigration Studies. Retrieved from http://cis.org/immigrant-population-record-2013

Christie

Grainger

Dahlgren

Call

Heck

Simon

(2015). Improving the quality of assessment grading tools in master of education courses: A comparative case study in the scholarship of teaching and learning. Journal of the Scholarship of Teaching and Learning, 15(5), 22-35.

The City of New York, Department of City Planning, & Mayor’s Office of Immigrant Affairs. (2013). The newest New Yorkers: Characteristics of the city’s foreign-born population. Retrieved from http://www.nyc.gov/html/dcp/html/census/popdiv.shtml

Coll

C. G.

Marks

A. K.

(2009). Immigrant stories: Ethnicity and academics in middle childhood. New York, NY: Oxford University Press.

Data NYSED.gov, The New York State Education Department. (2015). Queens college school-math, sci, tec enrollment (2013-14). Retrieved from http://data.nysed.gov/enrollment.php?year=2014&instid=800000042119

Digital Storytelling Association. (2002). Defining digital storytelling. Retrieved from http://www.dsaweb.org/01associate/ds.html

10.

Dulberg

(2002, April). Engaging in history: Empathy and perspective taking in children’s historical thinking. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

11.

Finkelstein

(2013). Teaching outside the lines: Education history for a world in motion. History of Education Quarterly, 53, 126-138.

12.

Gonchar

Schulten

(2017, January 29). Analyzing Trump’s immigration ban: A lesson plan. The New York Times. Retrieved from https://www.nytimes.com/2017/01/29/learning/lesson-plans/analyzing-trumps-immigration-ban-a-lesson-plan.html?_r=0

13.

Graff

J. M.

(2010). Countering narratives: Teachers’ discourses about immigrants and their experiences within the realm of children’s and young adult literature. English Teaching: Practice & Critique, 9, 106-131.

14.

International Society for Technology in Education. (2015). Standards for teachers. Retrieved from http://www.iste.org/standards/ISTE-standards/standards-for-teachers

15.

Lee

Ashby

(2001). Empathy, perspective taking, and rational understanding. In Davis

O. L.

Jr. Yeager

E. A.

Foster

S. L.

(Eds.), Historical empathy and perspective taking in the social studies (pp. 21-50). Lanham, MD: Rowman & Littlefield.

16.

National Archives and Records Administration. (2016). Photo analysis worksheet. Retrieved from www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf

17.

National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: Author.

18.

New York City Department of Education. (2014-2015). K-8 social studies scope and sequence. Retrieved from http://schools.nyc.gov/NR/rdonlyres/82AC428B-068D-4DE1-95C2-8F7192B6D563/0/scopeandsequenceK8topbindingweb.pdf

19.

New York State Education Department. (2011). New York State P-12 common core learning standards for English language arts and literacy. Retrieved from http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy

20.

New York City Department of Education. (2014-2015). K-8 social studies scope and sequence. Retrieved from https://www.weteachnyc.org/resources/resource/social-studies-scope-and-sequence-grades-k-8/

21.

Ohler

(2006). The world of digital storytelling. Educational Leadership, 63, 44-47.

22.

Riley

K. L.

(1998). Historical empathy and the Holocaust: Theory into practice. International Journal of Social Education, 13, 32-42.

23.

Scholastic. (2015). Immigration: Stories of yesterday and today. Retrieved from http://www.scholastic.com/teachers/activity/immigration-stories-yesterday-and-today

24.

Shin

Bisland

B.M.

(2017). Teaching immigration to elementary school students through film analysis and digital storytelling. In Russell

W.B.

III. Walters

(Eds.), Cinematic Social Studies: A Resource for Teaching and Learning Social Studies with Film. Charlotte, NC: Information Age Publication.

25.

Stern

B. S.

(1998). Addressing the concept of historical empathy: With Frauen: German women recall the third Reich. International Journal of Social Education, 13, 43-48.

26.

Strauss

Corbin

(1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: SAGE.

27.

Vygotsky

L. S.

(1978). Mind in society. Cambridge, MA: Harvard University Press.

The Contextualization of Self and Place Within a Second-Grade Study of Recent Immigration

Abstract

Keywords

Get full access to this article

References