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Abstract Researchers increasingly call for examination of the potential of participatory new media technologies to reframe practices of citizenship teaching and learning and civic action. We draw upon a qualitative, interpretive case study of nineteen second- and 1.5-generation African immigrant youths to examine multiple, shifting conceptualizations of citizenship and negotiations of civic identities across diverse local/global, on/offline participatory new media technologies. We point to ‘social–civic’ literacies as emerging and complicating spaces of political literacy, civic identity constructions, and formal/informal citizenship teaching and learning opportunities. We draw implications for productive debate across shifting notions of citizenship, democratic education and participatory new media technologies in English and Social Studies classrooms.
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