Teaching Immigration Issues in Elementary School Classrooms on the US/Mexico Border: Transborder Pedagogy and Its Significance

Autor/in	Cashman, Timothy G.
Titel	Teaching Immigration Issues in Elementary School Classrooms on the US/Mexico Border: Transborder Pedagogy and Its Significance
Quelle	In: Journal of Interdisciplinary Studies in Education, 11 (2022) 2, S.133-153 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	Foreign Countries; Immigrants; Refugees; Elementary Education; Grade 6; Controversial Issues (Course Content); Public Education; Geographic Regions; Economically Disadvantaged; Teacher Attitudes; Minority Group Teachers; Hispanic Americans; Administrators; Minority Group Students; Social Studies; Language Arts; Discussion (Teaching Technique); Teaching Methods; Barriers; Reflection; Time Factors (Learning); Social Problems; United States; Mexico + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Flüchtling; Elementarunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Controversial issues; Kontroverse; Öffentliche Erziehung; Lehrerverhalten; Hispanic; Hispanoamerikaner; Gemeinschaftskunde; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; USA; Mexiko
Abstract	This case study uncovers how controversial issues such as the recent influx of refugees and immigrants were being addressed in upper elementary classrooms on the United States (US) side of the US/Mexico border. Public school administrators and sixth-grade teachers from two school sites participated. Transborder pedagogy contextualized the findings of the research. With the COVID-19 pandemic, classroom discussions of border issues have been superseded with other concerns. This research underscores the immediacy of transborder pedagogy during times of uncertainty. (As Provided).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01