Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital

Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher's journey-new to critical pedagogies-as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California's Central Valley. I examine the pedagogical implementation with examples of students' meaning making. The teacher and students demonstrated what I am advancing as migration capital-or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.