Community spaces as sites of pedagogical solidarity for and with immigrant children

Abstract

Recognizing that not all learning happens in the classroom, this article discusses community spaces within the contexts of schools as teaching and learning sites of solidarity for and with immigrant children. The university instructors and pre-service teachers (PSTs) engaged critically as they visited community spaces such as gardens, science, and art museums to examine how these spaces sustain (or not) home languages and family and community knowledge. PSTs also explored how to robustly include home languages and multiliteracies pedagogy for teaching bilingual and multilingual learners. This article includes PSTs’ reflections on how to establish spaces of solidarity that enrich immigrants’ disciplinary learning when visiting community spaces, and reflects on how to bring linguistic, familial, and community knowledge into K-12 classrooms.

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