Citizenship Teaching and Learning
Volume 10, Issue 1, 2014, Pages 43-62

Beyond #Talking and #Texting: African immigrant youth’s social–civic literacies and negotiations of citizenship across participatory new media technologies (Article)

Watson V.W.M. , Knight M.G. , Jaffee A.T.
  • a Teachers College, Columbia University, Department of Curriculum and Teaching, 525 W. 120th St., New York, NY 10027, United States
  • b Teachers College, Columbia University, Department of Curriculum and Teaching, 525 W. 120th St., New York, NY 10027, United States
  • c James Madison University, Department of Middle, Secondary and Mathematics Education, 395 South High Street, Memorial Hall 3205D, Harrisonburg, VA 22807, United States

Abstract

Researchers increasingly call for examination of the potential of participatory new media technologies to reframe practices of citizenship teaching and learning and civic action. We draw upon a qualitative, interpretive case study of nineteen second- and 1.5-generation African immigrant youths to examine multiple, shifting conceptualizations of citizenship and negotiations of civic identities across diverse local/global, on/offline participatory new media technologies. We point to ‘social–civic’ literacies as emerging and complicating spaces of political literacy, civic identity constructions, and formal/informal citizenship teaching and learning opportunities. We draw implications for productive debate across shifting notions of citizenship, democratic education and participatory new media technologies in English and Social Studies classrooms. © 2015 Intellect Ltd Article. English language.

Author Keywords

Immigrant education African immigrants Literacy New media Citizenship teaching

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84931058547&doi=10.1386%2fctl.10.1.43_1&partnerID=40&md5=b202d943936fcba588a4b06be08e3435
DOI: 10.1386/ctl.10.1.43_1
ISSN: 17511917
Cited by: 3
Original Language: English