Peer Reviewed Publications by Adebowale Adekile,
Theory & Research in Social Education, 2018
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education.... more Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in settings meant to socialize them for future political participation when some students did not have formal citizenship rights. Based on 88 hours of observational and interview data, we analyze three cases of U.S. government teachers selected from a pool of 39 secondary social studies educators. We ask: How did skilled and experienced civics teachers who supported immigrants’ rights teach about elections in mixed-citizenship settings where some youth had formal citizenship rights and others did not? We argue that key features of teaching in mixed-citizenship classrooms were context, safety, and legitimacy. We also generate a set of propositions to be tested in future research. As scholars increasingly discuss what civic education should look like in light of immigration and globalization, we offer grounded perspectives about the situated roles of teachers in mixed-citizenship contexts. Understanding how skilled and experienced teachers address the possibilities of inclusion despite structural exclusions opens a window into how schools can be sites that defy the formal boundaries of citizenship.
Papers by Adebowale Adekile,
Thesis (Ph.D.)--University of Washington, 2021Background/Context: Recent scholarship shows the ut... more Thesis (Ph.D.)--University of Washington, 2021Background/Context: Recent scholarship shows the utility of experiential civics strategies while at the same time reporting the challenge in making these strategies ubiquitous in classrooms across the country. Currently, the more ubiquitous practice is a reliance on a textbook which is limited in its ability to promote civic participation and civic action as shown by content analysis studies. However, textbooks, when used alone, are not effective instructional vehicles and should not be treated as such. Rather, a comprehensive view of their utility should consider them as part of a curricular package that includes teachers’ guides, lesson plans, activity plan packages, and other supplemental instructional material. These curricular packages are likely to contain experiential learning strategies that promote civic action and civic participation as indicated in two research studies of We the People (2017), a non-traditional civics textbook...
Theory & Research in Social Education
Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education.... more Currently, a knowledge gap exists at the intersection of immigration, citizenship, and education. We have little knowledge of how teachers teach about citizenship when they anticipate that some of their students are undocumented. Conceptually, we distinguish between formal and cultural citizenship and draw from immigrant political incorporation theories. We investigate how high school civics teachers navigated the tensions of teaching youth in settings meant to socialize them for future political participation when some students did not have formal citizenship rights. Based on 88 hours of observational and interview data, we analyze three cases of U.S. government teachers selected from a pool of 39 secondary social studies educators. We ask: How did skilled and experienced civics teachers who supported immigrants’ rights teach about elections in mixed-citizenship settings where some youth had formal citizenship rights and others did not? We argue that key features of teaching in mixed-citizenship classrooms were context, safety, and legitimacy. We also generate a set of propositions to be tested in future research. As scholars increasingly discuss what civic education should look like in light of immigration and globalization, we offer grounded perspectives about the situated roles of teachers in mixed-citizenship contexts. Understanding how skilled and experienced teachers address the possibilities of inclusion despite structural exclusions opens a window into how schools can be sites that defy the formal boundaries of citizenship.
Encyclopedia of Diversity in Education, 2012
Uploads
Peer Reviewed Publications by Adebowale Adekile,
Papers by Adebowale Adekile,