Keywords
Education, Interpretive Poetic Transcription
Abstract
This poem is an interpretive poetic transcription describing the experience of a young immigrant child. Being on the “wrong side” becomes a symbolic representation of an internal and external conflict between different ways to know. Schools are not always a safe place for children whose lives have been uprooted unless teachers become advocates and allies.
DOI
10.15760/nwjte.2022.17.3.15
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/38817
Recommended Citation
Zucca-Scott, Laura
(2022)
"The Wrong Side,"
Northwest Journal of Teacher Education: Vol. 17
:
Iss.
3
, Article 15.
DOI: https://doi.org/10.15760/nwjte.2022.17.3.15
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, Teacher Education and Professional Development Commons