Learning with immigrant children, families and communities: the imperative of early childhood teacher education. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: da Silva Iddings, Ana Christina; Reyes, Iliana
• Is Part Of: Early years. Volume 37:Issue 1(2017)
• Page Start: 34
• Page End: 46
• Publication Date: 2017-01-02
• Subjects: Early childhood teacher education -- culturally and linguistically diverse children -- family literacies; Early childhood education -- Periodicals; Early childhood teachers -- Training of -- Periodicals; 370.7122
• DOI: 10.1080/09575146.2016.1273202
• Languages: English
• ISSNs: 0957-5146

Abstract

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.