Document Type
Article
Department
Educational Studies
Publication Date
Spring 3-2012
Abstract
This article examines contrasting approaches to citizenship education in two schools in San Salvador, El Salvador, in the face of highly visible transnational migration. I argue that while transnational realities challenge education for democratic citizenship, educational processes that enable students to interrogate their own transnational realities—in particular, their relationship to macrostructural relations of inequality—facilitate the development of critical, action-oriented civic identities.
Comments
Originally published in Anthropology & Education Quarterly Volume 43, Issue 1, pages 41–60, March 2012. DOI: 10.1111/j.1548-1492.2011.01156.x
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