Critical Performative Pedagogy: Emergent Bilingual Learners Challenge Local Immigration Issues

Authors

  • Ruth Harman University of Georgia
  • Kinga Varga-Dobai Georgia Gwinett College

DOI:

https://doi.org/10.18251/ijme.v14i2.512

Keywords:

ESL, multicultural pedagogies, participatory action research

Abstract

Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families. To validate student voices within this socio-political context, our school/university collaboration implemented an arts-based participatory approach to English Language Arts.  Informed by critical discourse analysis, this paper investigates how, in the context of anti-immigration policies, a lack of social resources, and English-only instructional practices, our approach supported immigrant students in engaging agentively in social action-oriented literacy activities. Part of a larger ethnographic study, the paper focuses on a curricular project enacted in spring and fall 2010.

Author Biographies

Ruth Harman, University of Georgia

I am a fourth year tenure track Assistant Professor with research focus on second language literacy, immigration issues and critical performative pedagogy within a critilcal multicultural framework. 

Kinga Varga-Dobai, Georgia Gwinett College

Assistant Professor, Literacy and Children's Literature 

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Published

2012-06-11

How to Cite

Harman, R., & Varga-Dobai, K. (2012). Critical Performative Pedagogy: Emergent Bilingual Learners Challenge Local Immigration Issues. International Journal of Multicultural Education, 14(2). https://doi.org/10.18251/ijme.v14i2.512