Poster #50 - Sustaining an Equitable and Just Democracy: Culturally and Linguistically Responsive, Developmentally Appropriate Universal Pre-Kindergarten

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-4 - Division K Section 4 Poster Session

Abstract

This paper shares findings from a case study that is part of a larger qualitative study of Universal PreKingergarten classrooms serving children and families from low-income, immigrant, and racially/culturally/linguistically diverse backgrounds. The study’s purpose was to shed light on teaching, classroom environments, family involvement practices, and organizational structures and policies responsive to and sustaining for the children and families served. Highlighted are practices that support active learning, critical thinking, differentiated teaching recognizing variation in development, the use of cultural and linguistic backgrounds as resources for learning, caring and trusting relationships, a positive sense of identity, and a commitment to ensuring that all children learn. The study’s findings offer understandings about how to sustain democracy with equitable and just educational practices.

Author

• Beverly Falk, City College of New York - CUNY