This article attempts to contribute to the growing scholarly conversation at the nexus of immigration, citizenship, and civics education. This paper seeks to shed light on what is taught about undocumented immigrants by starting with civics class, where concepts such as the rights of citizens and immigrants are traditionally taught. Specifically, the paper analyzes civics textbooks, a cornerstone of the formal civics curriculum. Utilizing a theoretical framework of Critical Human Rights Education, this content analysis investigates how civics textbooks adopted in one midwestern state portray undocumented immigrants. Key findings suggest that civics textbooks assume all students are citizens, that it is easy to become a citizen, and that undocumented immigrants are problems. Further, by assuming that all students are citizens, and enjoy rights such as voting, civics textbooks render undocumented students invisible. The article concludes with implications and recommendations for teachers and teacher education programs.


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pp. 5-27
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