Citizenship education is a complex and multidimensional construct. This article adds to the discussion of citizenship education by examining, ethnographically the ways the "vision" of a US Migrant Education Program is circulated through the program's discourse practices to Khmer American children of migrant agricultural workers. The…

The early 1980s saw an influx of Southeast Asian refugees from various demographic groups and backgrounds to Minnesota. As teachers, the author and her colleagues regularly added children from these groups to their classrooms, receiving little explanation of a student's history or language proficiency. To counteract increasing teacher resentment…

The "No Child Left Behind Act" establishes federal education policy for the United States, with a heavy focus on accountability through high-stakes testing. Provisions specific to English language learners (ELLs) include the mandate for their inclusion in state math tests, even for newcomer students enrolled for less than one year. Most…

McGinnis draws on the idea of engaged learning as critical and illustrates how school literacy practices do not provide urban Khmer youth (and by extension, other groups whose backgrounds are linguistically or socioculturally distinct) with deep levels of engagement in literacy activities. By looking at the types of writing experiences these youth…