Immigrant youth and dialogic development of transnational funds of identity in a civics “second classroom”

This qualitative case study explores how a cohort of eight immigrant 12th graders deepened transnational funds of identity through civic learning in a dialogic after-school space. This “second classroom” complemented instruction in the teacher-led “first classroom,” which was thoughtfully designed by adult educators with the aim of empowering immigrants. However, in the second classroom, students referenced transnational frames of identity more overtly and dynamically, leveraging comparative peer learning from across national contexts. Students also constructed layered, intersectional understandings of social justice through dialogues about their transnational attachments and experiences. One implication is that asset-based projects aimed at immigrant codetermination in civics education depend on the establishment of dialogic spaces. Such spaces can render students’ assets more legible to teachers. Findings suggest the impact of transnationalism as an educative resource is enhanced when it is approached as an active practice, in constant development and co-construction by students.