Culturally responsive active citizenship education for newcomer students: A Cross-State Case study of two teachers in arizona and new york

Abstract

This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies).