Abstract
- This qualitative collective case study with six high school Civics teachers revealed that using an asset-based approach to teaching Civics for, with, and by immigrant students enriched teaching and learning for immigrant and native-born students. This study used a combined theoretical framework of additive acculturation, civic education, and co-determination, and was nested in immigrant civic education and asset-based literature. Data revealed three “sites” of enriched Civics teaching and learning when teachers employed an asset-based approach: adding comparative and international perspectives, initiating critical civic discourse, and challenging native-born students’ assumptions.