The U.S. and world are currently experiencing record numbers of immigrants, with about 26% of school children either immigrants themselves or the children of immigrants. The highest population of immigrants in the U.S. come from Mexico, and American teacher educators face the challenge of preparing teachers who have the knowledge, skills, and dispositions needed to teach these children effectively. Adding to the challenge is the pervasiveness of negative rhetoric regarding Mexican immigrants in the U.S. media. When teachers absorb these views, consciously or unconsciously, they are hindered from the culturally relevant teaching that students need. In this presentation, I explore research that supports the use of counter-narrative literature with immigrant themes in the teacher education curriculum and offer practical suggestions for its integration, as well as areas of research still left to be explored. This work will be beneficial to educators world-wide who share similar challenges and struggle to create an "immigrant pedagogy" that is needed to successfully integrate children into their schools and society.
2019 Special Focus—Border Crossing Narratives: Learning from the Refugee Experience
Associate Professor, EECE, Kennesaw State University, United States
GA, United States
My research agenda currently focuses on children's litearture as a means of personal empowerment. I specailize in archetypal undertsadnings and interpretaitons of multicultural and global children's literature, K-5 pre-service teacher development in using literature and facilitating impactful literature response and discussion methods in the classroom. I teach undergraduate and graduate courses and coordinate the Ed.S. graduate program.