Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults

Rendering visible African immigrants' shared and differing experiences of civic learning and action, the authors present findings from in-depth semi-structured interviews with second- and 1.5-generation African immigrants in New York City. Drawing on an interdisciplinary framework of African im...

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Bibliographic Details
Published in:American educational research journal 2014-06, Vol.51 (3), p.539-566
Main Authors: Knight, Michelle G., Watson, Vaughn W. M.
Format: Article
Language:English
Subjects:
African Americans
African Culture
Black people
Case Studies
Citizen Participation
Citizenship
Citizenship Education
Civic education
Civics
Communities
Ethnic identity
Ethnicity
Family Influence
Grounded Theory
High Schools
Immigrants
Internship Programs
Internships
Learner engagement
Learning
Learning experiences
New York
Noncitizens
Qualitative Research
Racial Identification
Racial identity
Secondary Education
Semi Structured Interviews
Teacher Education
Teaching
Teaching, Learning, and Human Development
Young Adults
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Summary:Rendering visible African immigrants' shared and differing experiences of civic learning and action, the authors present findings from in-depth semi-structured interviews with second- and 1.5-generation African immigrants in New York City. Drawing on an interdisciplinary framework of African immigrant identities constructions and civic engagement, we highlight a multilayered view of civic teaching, learning, and action within and across contexts of families, identities, and schooling in the United States, Africa, and globally. In so doing, the research affirms African immigrant youth's racial and ethnic identities toward broadened understandings of civic engagement such as participatory communal citizenship. The findings support the need for teacher educator preparation for immigrant youth and curriculum within secondary schools in a diverse U.S. society.
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831213512517