Immigrant educators as curriculum texts: The praxis within co-ethnic community-based arts programs

Bic Ngo, Betsy Maloney Leaf, Diana Chandara

Research output: Contribution to journalArticlepeer-review

Abstract

This study draws on ethnographic research from three co-ethnic community-based, arts programs serving immigrant youth to examine the ways in which immigrant educators serve as “curriculum texts” for youth. It illustrates the curricular nature of the experiences, being and interactions of immigrant educators who share with youth the same racialized ethnic backgrounds, languages, and cultural heritage. It significantly contributes to the re-imagining of the possibilities for education across formal and non-formal settings, and the re-valuing of the work of co-ethnic community-based organizations and their immigrant staff. Against the backdrop of a paucity of teachers of color, exploring the curricular contributions of minoritized educators in out-of-school contexts is critical for understanding significance of minoritized educators for advancing culturally relevant pedagogy.

Original languageEnglish (US)
JournalJournal of Curriculum and Pedagogy
DOIs
StateAccepted/In press - 2021

Bibliographical note

Publisher Copyright:
© 2022 Curriculum and Pedagogy Group.

Fingerprint

Dive into the research topics of 'Immigrant educators as curriculum texts: The praxis within co-ethnic community-based arts programs'. Together they form a unique fingerprint.

Cite this