Document Type

Article

Journal/Book Title/Conference

Education Sciences

Volume

8

Issue

3

Publisher

MDPI

Publication Date

8-23-2018

First Page

1

Last Page

22

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Abstract

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

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