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作者

来源

URBAN EDUCATION,Vol.52,Issue8,P.957-985

语言

英文

关键字

refugees; immigrants; community cultural wealth; education; asset-based education; PARENT INVOLVEMENT; FAMILIES; STUDENTS; SCHOOLS; EXPERIENCE; WORKING

作者单位

[He, Ye; Levin, Barbara B.] Univ N Carolina, Dept Teacher Educ & Higher Educ, Greensboro, NC USA. [Bettez, Silvia Cristina] Univ N Carolina, Cultural Fdn Program, Greensboro, NC USA. [Levin, Barbara B.] Univ N Carolina, Teachers Acad, Greensboro, NC USA. He, Y (reprint author), Univ N Carolina, Sch Educ, Dept Teacher Educ & Higher Educ, POB 26170, Greensboro, NC 27402 USA. E-Mail: y_he@uncg.edu

摘要

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.