Toward Participatory Communal Citizenship

Abstract

Rendering visible African immigrants’ shared and differing experiences of civic learning and action, the authors present findings from in-depth semi-structured interviews with second- and 1.5-generation African immigrants in New York City. Drawing on an interdisciplinary framework of African immigrant identities constructions and civic engagement, we highlight a multilayered view of civic teaching, learning, and action within and across contexts of families, identities, and schooling in the United States, Africa, and globally. In so doing, the research affirms African immigrant youth’s racial and ethnic identities toward broadened understandings of civic engagement such as participatory communal citizenship. The findings support the need for teacher educator preparation for immigrant youth and curriculum within secondary schools in a diverse U.S. society.

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