33.053 - Intersections of Immigration and Early Childhood Education

Session Type: Symposium

Abstract

Using funds of knowledge, development economics and Latin@ critical theory, this session focuses on how the intersectionality (Crenshaw, 1991) of immigration and early childhood education affects how teachers, immigrant parents, children and administrators think about educating young children of immigrants. Towards cultural and linguistic justice, papers address home languages, immigrant parent perspectives, school and community partnerships, literacy practices and the role of administrators working within Latino immigrant communities. Papers are meant to question who should be making decisions on behalf of immigrant communities in early learning contexts and to collectively engage with the voices and perspectives of children, parents and administrators who come from or work within immigrant communities, even when they counter or complicate traditional sets of best practices.

Sub Unit

• SIG-Critical Perspectives on Early Childhood Education

Chair

• Kiyomi Sanchez-Suzuki Colegrove, Texas State University

Papers

• Early Childhood Leadership and Young Latino Children of Immigrants - Alejandra Barraza, San Antonio ISD

• "We Speak in Spanish, We Can't Do That in Class": University–School Partnerships to Support Heritage Language - Ysaaca Axelrod, University of Massachusetts - Amherst

• "You Help Them, You Don't Skip People": The Value of Helping for Latino Immigrant Parents - Kiyomi Sanchez-Suzuki Colegrove, Texas State University; Jennifer Keys Adair, The University of Texas - Austin

• Funds of Knowledge for Early Childhood Teaching: Re-Mediating Immigrant Families' Homes, Communities, and Classrooms - Mariana Souto-Manning, Teachers College, Columbia University

Discussant

• Fabienne Doucet, New York University