Critical transnational curriculum for immigrant and refugee students. Issue 1 (1st January 2017)

• Record Type: Journal Article
• Authors: Bajaj, Monisha; Bartlett, Lesley
• Is Part Of: Curriculum inquiry. Volume 47:Issue 1(2017)
• Page Start: 25
• Page End: 35
• Publication Date: 2017-01-01
• Subjects: Immigration and education -- culturally relevant education -- global migration -- curriculum and pedagogy -- global citizenship; Education -- Curricula -- Periodicals; 375.0005
• DOI: 10.1080/03626784.2016.1254499
• Languages: English
• ISSNs: 0362-6784

Abstract

ABSTRACT: This article explores the curricular approaches of three public high schools in the US that serve newly arrived immigrant and refugee youth, in order to define and illustrate a critical transnational curriculum. Drawing from qualitative research over the past 10 years at the different school sites, the authors posit four tenets of a critical transnational curriculum with examples of specific school practices: (1) using diversity as a learning opportunity; (2) engaging translanguaging; (3) promoting civic engagement as curriculum; and (4) cultivating multidirectional aspirations. A curriculum that responds to students' needs and realities as migrants, workers, and students offers not only cultural and socio-political relevance, but also recognizes the transnational lives and trajectories of immigrant and refugee youth.