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This study was designed using a practitioner-research model (Cochran-Smith & Lytle, 2009). Serving in dual roles – ESL teacher and researcher of her own instructional practice – the researcher critically examined what happens when adolescent immigrant students are positioned as significant contributors to their literacy curriculum. Engaging a student-led, inquiry based pedagogical model, the students chose 'immigration in the U.S.' as a curricular topic of focus, which guided them into a year-long inquiry of U.S. immigration history and, consequently, a study of racial oppression and discrimination. The teacher-researcher approached her role(s) through the lens of critical multiculturalism (McLaren & Torres, 1999), pursuing greater understanding of race-based, systemic biases, which contributed to generative conversations within the classroom community, as well as personal and professional growth. The work presents the concept of a ‘third-space-imagined-community’, which offers concrete connections between theory and practice with respect to teaching and learning environments that include immigrant youth. Four main cyclical, intertwining and inter-temporal elements of theory and practice contribute to the third-space-imagined-community framework. Each cycle informs each other both independently and collectively, creating the potential for dynamic, authentic, and personally relevant learning as well as positive identity development for historically marginalized students and their teacher. |
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