Reimagining Citizenship: A Review of Angela Banks’ Civic Education in the Age of Mass Migration


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Authors

DOI:

https://doi.org/10.29333/ejecs/1298

Keywords:

civic education, citizenship education, legal studies in education, education, social studies, civic engagement, immigration, citizenship

Abstract

This review of Angela M. Banks’ book, Civic Education in the Age of Mass Migration, provides an overview of the book and highlights timely and important issues that may be of interest to most civic educators and researchers. Emphasizing her expertise as a legal and immigration scholar, the reviewers discuss Banks’ incisive examination of the boundaries of citizenship in civic education.

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Author Biographies

Limarys Caraballo, Teachers College, Columbia University

Limarys Caraballo is an Associate Professor of English Education and Curriculum at Teachers College, Columbia University, and Doctoral Consortium Faculty in Urban Education at the CUNY Graduate Center. She is a faculty affiliate of TC’s Edmund W. Gordon Institute for Urban and Minority Education, as well as founding co-director of Cyphers for Justice, a youth-engaged research program that supports intergenerational participatory inquiry. Her research reframes deficit discourses about minoritized youth by amplifying their multiple voices, literacies, and identities.

David Gerwin, Queens College, City University of New York,

David Gerwin is professor and chair of the Department of Secondary Education and Youth Services at Queens College, CUNY. He is also consortium faculty in the PhD Program in Urban Education at The CUNY Graduate Center. His research interests include inquiry teaching in history, teacher research in social studies, teacher professional development, historical thinking, and discipline-specific ways that schooling policies such as high-stakes testing or specific lesson plan formats alter history teaching. His recent work involves the Social Studies Inquiry Research Collaborative (SSIRC), whose researchers used the Authentic Intellectual Work rubrics to observe 60 teachers in five high-stakes testing states.

References

Banks, A. M. (2022). Civic Education in the Age of Mass Migration: Implications for Theory and Practice. Teachers College Press.

Barton, K. C., & Ho, L. C. (2021). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge. DOI: https://doi.org/10.4324/9781003010104

Clay, K. L., & Rubin, B. C. (2020). “I look deep into this stuff because it’s part of me”: Toward a critically relevant civics education. Theory & Research in Social Education, 48(2), 161-181. DOI: https://doi.org/10.1080/00933104.2019.1680466

Davies, I., Ho, L. C., Kiwan, D., Peck, C. L., Peterson, A., Sant, E., & Waghid, Y. (Eds.). (2018). The Palgrave handbook of global citizenship and education (Vol. 1670). Palgrave Macmillan. DOI: https://doi.org/10.1057/978-1-137-59733-5

Gaudelli, W. (2014). World class: Teaching and learning in global times. Routledge. DOI: https://doi.org/10.4324/9781410606839

Guerra, J.C. (2012). Cultivating transcultural citizenship in a discursive democracy. In C. Wilkey & N. Mauriello (Eds.), Texts of consequence: Composing social activism for the classroom and the community (pp. 83-115). Hampton Press.

Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. Routledge. DOI: https://doi.org/10.4324/9781315738871

Mirra, N. & Garcia, A. (2017). Civic Participation Reimagined: Youth Interrogation and Innovation in the Multimodal Public Sphere. Review of Research in Education, 41, 136–158. DOI: https://doi.org/10.3102/0091732X17690121

Parker, W. C., & Lo, J. C. (2016). Reinventing the high school government course: Rigor, simulations, and learning from text. Democracy & Education, 1-10.

Parker, W. C., Valencia, S. W., & Lo, J. C. (2018). Teaching for deeper political learning: a design experiment. Journal of Curriculum Studies, 50(2), 252-277. DOI: https://doi.org/10.1080/00220272.2017.1343386

Parker, W., Mosborg, S., Bransford, J., Vye, N., Wilkerson, J., & Abbott, R. (2011). Rethinking advanced high school coursework: Tackling the depth/breadth tension in the AP US Government and Politics course. Journal of Curriculum Studies, 43(4), 533-559. DOI: https://doi.org/10.1080/00220272.2011.584561

Rebell, M. A. (2018). Flunking democracy: Schools, courts, and civic participation. University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226549958.001.0001

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Published

2022-08-29

How to Cite

Caraballo, L., & Gerwin, D. (2022). Reimagining Citizenship: A Review of Angela Banks’ Civic Education in the Age of Mass Migration. Journal of Ethnic and Cultural Studies, 9(3), 226–233. https://doi.org/10.29333/ejecs/1298

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Section

Book Reviews