Going global and getting graphic: Critical multicultural citizenship education in an afterschool program for immigrant and refugee girls

Abstract

This qualitative case study reports on the experiences of six Recent-Arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among Nation-States and wrestled with the complexities in their new home country. The study's findings challenge deficit perspectives that immigrant youth, who are learning English, are not ready to engage in deliberative discourse around social and global issues. The findings offer a different way of thinking about citizenship education for Recent-Arrival immigrant youth.