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.
Highlights
The recent increase in isolationist and nationalistic discourses has emphasized the need to understand transnational culture and education
The main research questions focused upon the relations between identity, sense of belonging, transnationalism, and language practices
The students’ sense of belonging and their practices of languages are connected to identity through multiple cultural qualities
Summary
The recent increase in isolationist and nationalistic discourses has emphasized the need to understand transnational culture and education. Social studies and language instruction can be sites where this understanding can be fostered, but in their recent meta-analysis of articles reporting on social studies instruction for English language learners (ELs), Yoder, Kibler, and van Hover [1]. Community and belonging have always been central to social studies education Whether this sense of belonging is understood through individual experiences, geography, history, or civics, the theme of social studies curriculum revolves around understanding ourselves and our communities better. This theme can be explored through scales ranging from the local to the global to the glocal [3]
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