Learning with immigrant children, families and communities: the imperative of early childhood teacher education

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This article reports on a longitudinal study spanning over 5 years, involving the design and implementation of an early childhood teacher education program model that engages a critical-ecological theoretical approach, a funds of knowledge perspective, and design-based methodology. This project aimed to promote equitable education for all children, and especially for young immigrant children encountering situations of oppression within the national and local educational contexts in Arizona. In this teacher education program, families, community members, researchers, pre-service teachers and teachers worked together to develop new modes of curricular activity, new spaces, new relationships, and new forms of movement among participants, as well as new circulations of literacy artefacts.

Original languageEnglish (US)
Pages (from-to)34-46
Number of pages13
JournalEarly Years
Volume37
Issue number1
DOIs
StatePublished - Jan 2 2017

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childhood
immigrant
Learning
teacher
Artifacts
learning
community
Longitudinal Studies
education
Research Personnel
Education
family program
oppression
longitudinal study
artifact
literacy
Teacher Training
methodology
Literacy

Keywords

  • culturally and linguistically diverse children
  • Early childhood teacher education
  • family literacies

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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