Walls, Bridges, Borders, Papers: Civic Literacy in the Borderlands

Leah Durán University of Arizona ; Michelle Aguilera University of California, Santa Cruz

Abstract

This article reports findings from a qualitative study in a third-grade classroom in the Southwest in the wake of Donald Trump’s campaign and inauguration. In response to students’ concerns about Trump’s rhetoric around immigration and border-wall construction, the teacher provided curricular space for students to study immigration policy and write letters to their congressional representative expressing their positions. Drawing on field notes, interviews, and student writing, this study asks, (a) What sources of knowledge did students draw on in their talk and writing? and (b) How did students respond to such curricular design? Analysis suggests that students drew on border thinking () and politicized funds of knowledge (), positioned themselves as change agents, and developed and displayed knowledge of academic genres and conventions.

Journal
Research in the Teaching of English
Published
2022-11-15
DOI
10.58680/rte202232153
Open Access
Closed
Topics

Citation Context

Cited by in this index (2)

  1. Research in the Teaching of English
  2. Research in the Teaching of English

Cites in this index (1)

  1. Written Communication
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