In:
Urban Education, SAGE Publications, Vol. 52, No. 8 ( 2017-10), p. 957-985
Kurzfassung:
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in their perceived reality of PK-12 education in the United States. In an effort to promote asset-based approaches, we employed Yosso’s framework in our analysis to highlight the community cultural wealth and to describe the process of creating an “imagined community” of education shared among our participants.
Materialart:
Online-Ressource
ISSN:
0042-0859
,
1552-8340
DOI:
10.1177/0042085915575579
Sprache:
Englisch
Verlag:
SAGE Publications
Publikationsdatum:
2017
ZDB Id:
2067136-2
SSG:
5,3
