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Abstract

This chapter highlights the experiences of newcomer migrant youth in an urban community in the United States. The authors theorize a lived curriculum of belonging – rooted in the experiences, activities, and transnational experiences of newcomers – positing that the texture and effect of their border stories, trauma, and sense of solidarity among each other informs the pedagogical aspects of their learning and sense of belonging. The authors argue that the newcomers in the project are critical actors in educational processes and practices. In order to capture their experience, methodologically, the researchers focused on youth-generated artifacts to draw out emotions, desires, and perspectives. Elicitation of these artifacts, and other forms of expression, was pertinent in this study of youth belonging as it allowed for the complexities of youth identity to be centered and addressed. From the multi-methods, we argue that our positioning of the curricular space as a critical encounter is a methodological innovation made possible by centering youth voices and experiences.

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In: (Re)Mapping Migration and Education