Pub Date : 2022-12-02DOI: 10.1177/14687984221144232
Sabrina F. Sembiante, Alain Bengochea, Mileidis Gort
To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers’ transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities? Using a communities of practice perspective, we explore how co-teacher pairs establish a nexus of high-valued practices and transmodal norms. We collected bi-weekly video recordings of co-teachers’ MC practices across three Spanish/English dual language bilingual education preschool classrooms to capture teachers’ and students' transmodal interactions. Findings reveal variation in and strategic coordination of co-teachers’ transmodalities based on instructional foci/content of different MC activities (e.g., singing songs; reviewing numeracy concepts or literacy concepts; fostering participation norms). Co-teachers’ collaborative efforts created a community of practice inviting and engaging children in the socially-aligned (e.g., participation norms) and instructionally-relevant (e.g., numeracy and literacy) routines and purposes of MC. Findings have implications for how teachers’ transmodal/translanguaging practices vary according to social and curricular expectations, problematizing the oral-multimodal divide and hierarchy and legitimizing teachers’ collective translingual-transmodal repertoire.
{"title":"Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom","authors":"Sabrina F. Sembiante, Alain Bengochea, Mileidis Gort","doi":"10.1177/14687984221144232","DOIUrl":"https://doi.org/10.1177/14687984221144232","url":null,"abstract":"To understand how verbal, visual, and actional modalities serve dual language bilingual education instruction and learning in the preschool activity of Morning Circle (MC), we ask: (a) What is the nature of teachers’ transmodal practices to facilitate MC activity? (b) How do teacher pairs orchestrate transmodal practices across MC activities? Using a communities of practice perspective, we explore how co-teacher pairs establish a nexus of high-valued practices and transmodal norms. We collected bi-weekly video recordings of co-teachers’ MC practices across three Spanish/English dual language bilingual education preschool classrooms to capture teachers’ and students' transmodal interactions. Findings reveal variation in and strategic coordination of co-teachers’ transmodalities based on instructional foci/content of different MC activities (e.g., singing songs; reviewing numeracy concepts or literacy concepts; fostering participation norms). Co-teachers’ collaborative efforts created a community of practice inviting and engaging children in the socially-aligned (e.g., participation norms) and instructionally-relevant (e.g., numeracy and literacy) routines and purposes of MC. Findings have implications for how teachers’ transmodal/translanguaging practices vary according to social and curricular expectations, problematizing the oral-multimodal divide and hierarchy and legitimizing teachers’ collective translingual-transmodal repertoire.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/14687984221136054
Joyce Brooks, Destiny Dawkins, Cheyenne Jones, Susi Long
Of the many wonderful books written by Dinah Johnson over the years, in the following pages we highlight her three latest books: Black Magic, H is for Harlem, and Indigo Dreaming. We urge every teacher to include multiple copies in their classrooms for children to enjoy and as the impetus for further learning through emancipatory Pro-Black pedagogies. These three books are a part of Johnson’s collection of incredible texts over the years including:
{"title":"Children's Book Celebrations and Recommendations for Pro-Black Teaching","authors":"Joyce Brooks, Destiny Dawkins, Cheyenne Jones, Susi Long","doi":"10.1177/14687984221136054","DOIUrl":"https://doi.org/10.1177/14687984221136054","url":null,"abstract":"Of the many wonderful books written by Dinah Johnson over the years, in the following pages we highlight her three latest books: Black Magic, H is for Harlem, and Indigo Dreaming. We urge every teacher to include multiple copies in their classrooms for children to enjoy and as the impetus for further learning through emancipatory Pro-Black pedagogies. These three books are a part of Johnson’s collection of incredible texts over the years including:","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66048596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/14687984221135466
Rebekah E. Piper, Tambra O. Jackson
Within Freedom Schools, the intellectual identities of academic achievement and success for Black children are fostered with positive cultural identity and social action as the foundation. This is partially accomplished with access to positive cultural messages in children’s and young adult literature. The study in this article contributes to existing literature on the Children’s Defense Fund Freedom Schools and focuses on the ways in which Black children’s positive racial identity development is supported through the use of culturally sustaining content and pedagogical practices at Freedom Schools. Specifically, this research explored racial identity development through examining the educational experiences of Black children’s interactions with Movement Oriented Civil Rights-Themed Multicultural Children’s Literature.
{"title":"Who will remember?: Racial identity and civil rights literature for Black children at Freedom School","authors":"Rebekah E. Piper, Tambra O. Jackson","doi":"10.1177/14687984221135466","DOIUrl":"https://doi.org/10.1177/14687984221135466","url":null,"abstract":"Within Freedom Schools, the intellectual identities of academic achievement and success for Black children are fostered with positive cultural identity and social action as the foundation. This is partially accomplished with access to positive cultural messages in children’s and young adult literature. The study in this article contributes to existing literature on the Children’s Defense Fund Freedom Schools and focuses on the ways in which Black children’s positive racial identity development is supported through the use of culturally sustaining content and pedagogical practices at Freedom Schools. Specifically, this research explored racial identity development through examining the educational experiences of Black children’s interactions with Movement Oriented Civil Rights-Themed Multicultural Children’s Literature.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48712831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/14687984221135464
M. Johnson
This study set out to gain a deeper understanding of how early childhood students, specifically Black boys in first and second grade, would respond to the teaching of historical figures and events traditionally omitted from classrooms. Contrary to general assumptions, these students were able to astutely contribute to classroom lessons, discussions, and interviews about Nat Turner, an enslaved Black American, who led a rebellion in 1831. Employing notions of Black intellectual thought and curricular and pedagogical resuscitation as theoretical frameworks, in addition to critical hermeneutic phenomenology as its methodology, this study highlights the voices of young Black boys often missing in early childhood discourse. Findings indicate that the students expressed a favorable assessment of Nat Turner and his comrades. The statement, “But there is a God,” ultimately confronts the unavailability and restricted options for Black humanity in a racist society, but also an awareness testifying to a self-ordained defense of the Black body. This study gives added perspective to the understanding of the early learning process, cultural meaning-making, and connection to a Black educational legacy spanning generations.
{"title":"“But there is a God”: Teaching Nat Turner in early childhood education","authors":"M. Johnson","doi":"10.1177/14687984221135464","DOIUrl":"https://doi.org/10.1177/14687984221135464","url":null,"abstract":"This study set out to gain a deeper understanding of how early childhood students, specifically Black boys in first and second grade, would respond to the teaching of historical figures and events traditionally omitted from classrooms. Contrary to general assumptions, these students were able to astutely contribute to classroom lessons, discussions, and interviews about Nat Turner, an enslaved Black American, who led a rebellion in 1831. Employing notions of Black intellectual thought and curricular and pedagogical resuscitation as theoretical frameworks, in addition to critical hermeneutic phenomenology as its methodology, this study highlights the voices of young Black boys often missing in early childhood discourse. Findings indicate that the students expressed a favorable assessment of Nat Turner and his comrades. The statement, “But there is a God,” ultimately confronts the unavailability and restricted options for Black humanity in a racist society, but also an awareness testifying to a self-ordained defense of the Black body. This study gives added perspective to the understanding of the early learning process, cultural meaning-making, and connection to a Black educational legacy spanning generations.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66048371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1177/14687984221135488
Eliza G. Braden, Gloria Boutte, Kamania Wynter-Hoyte, Susi Long, Catharine Aitken, Saudah N. T. Collins, J. Frazier, Edith Gamble, Lindsay Hall, Stephanie Hodge, Caitlyn McDonald, Ashanda Merritt, S. Mosso-Taylor, Kyanna Samuel, Christina Stout, Jennifer Tafel, Takenya Warren, Jacqui Witherspoon
The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world’s knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lacks attention to the histories, heritages, communities, and languages of Black people. Pro-Black practices in response to centuries-old curricular voids and misinformation about Africa, the African Diaspora, and African descendant people can lead to an emancipatory education for all students. In our work, we draw on tenets of culturally relevant pedagogy and descriptions of Pro-Black pedagogy to describe the work of 13 early childhood educators who are committed to using their knowledge from ongoing professional development at one school in the southeastern United States. The work represented in this article reflects data collected over four years and analyzed in answer to the question: What are Pro-Black highlights of teaching in one school which sought to develop and normalize culturally relevant teaching including challenges to the work and efforts to negotiate those challenges? Data (e.g. student work, lesson plans, PD session PowerPoints, participants’ responses to a questionnaire, informal commentaries throughout the PD process, and classroom observations) were collected and reviewed to develop this article. Recommendations are made for educators and scholars.
{"title":"Emancipating early childhood literacy curricula: Pro-Black teaching in K-3 classrooms","authors":"Eliza G. Braden, Gloria Boutte, Kamania Wynter-Hoyte, Susi Long, Catharine Aitken, Saudah N. T. Collins, J. Frazier, Edith Gamble, Lindsay Hall, Stephanie Hodge, Caitlyn McDonald, Ashanda Merritt, S. Mosso-Taylor, Kyanna Samuel, Christina Stout, Jennifer Tafel, Takenya Warren, Jacqui Witherspoon","doi":"10.1177/14687984221135488","DOIUrl":"https://doi.org/10.1177/14687984221135488","url":null,"abstract":"The legacy of colonization includes stereotypes and misinformation about African and African descendant people as well as a void in an understanding the vast contributions of precolonial Africa to the world’s knowledge impacting knowledge, languages, music, art, and sciences that we take for granted today. This misinformation remains pervasive throughout society perpetuated in schools by ensuring that curriculum is dominated by whiteness and lacks attention to the histories, heritages, communities, and languages of Black people. Pro-Black practices in response to centuries-old curricular voids and misinformation about Africa, the African Diaspora, and African descendant people can lead to an emancipatory education for all students. In our work, we draw on tenets of culturally relevant pedagogy and descriptions of Pro-Black pedagogy to describe the work of 13 early childhood educators who are committed to using their knowledge from ongoing professional development at one school in the southeastern United States. The work represented in this article reflects data collected over four years and analyzed in answer to the question: What are Pro-Black highlights of teaching in one school which sought to develop and normalize culturally relevant teaching including challenges to the work and efforts to negotiate those challenges? Data (e.g. student work, lesson plans, PD session PowerPoints, participants’ responses to a questionnaire, informal commentaries throughout the PD process, and classroom observations) were collected and reviewed to develop this article. Recommendations are made for educators and scholars.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46410373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1177/14687984221135511
L. McDowell
In the tradition of African culture, wewelcome you. This book is pro-Black. Pro-Black does not mean anti-White or anti anything else. It means that this little book is about what we. . . must do to ensure that Black children across the world are loved and safe [and that] wherever they are in the world and regardless if they are in majority Black settings or not – [they] learn Black history. (Boutte et al., 2021: p. 118)
{"title":"Professional Book Recommendations in Support of Pro-Black Pedagogy and Research","authors":"L. McDowell","doi":"10.1177/14687984221135511","DOIUrl":"https://doi.org/10.1177/14687984221135511","url":null,"abstract":"In the tradition of African culture, wewelcome you. This book is pro-Black. Pro-Black does not mean anti-White or anti anything else. It means that this little book is about what we. . . must do to ensure that Black children across the world are loved and safe [and that] wherever they are in the world and regardless if they are in majority Black settings or not – [they] learn Black history. (Boutte et al., 2021: p. 118)","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47138762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-27DOI: 10.1177/14687984221135489
Kamania Wynter-Hoyte, Eliza G. Braden, Gloria Boutte, Susi Long, Meir Muller
This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the elements of institutions addressed in this article include: early literacy and teacher preparation curriculum; assessments and testing; attitudes and perceptions; and hiring and retaining Black faculty and administration. Written with love and a sense of urgency and joy in the process of change, this article will provide impetus but also explicit guidance for educators to examine and analyze elements of their own institutions and use findings to engage in change that centers the excellence, joy, resistance, and resilience of Black people.
{"title":"Identifying anti-Blackness and committing to Pro-Blackness in early literacy pedagogy and research: A guide for child care settings, schools, teacher preparation programs, and researchers","authors":"Kamania Wynter-Hoyte, Eliza G. Braden, Gloria Boutte, Susi Long, Meir Muller","doi":"10.1177/14687984221135489","DOIUrl":"https://doi.org/10.1177/14687984221135489","url":null,"abstract":"This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the elements of institutions addressed in this article include: early literacy and teacher preparation curriculum; assessments and testing; attitudes and perceptions; and hiring and retaining Black faculty and administration. Written with love and a sense of urgency and joy in the process of change, this article will provide impetus but also explicit guidance for educators to examine and analyze elements of their own institutions and use findings to engage in change that centers the excellence, joy, resistance, and resilience of Black people.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/14687984221136057
Melanie M. Acosta, Paul Woodard
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom.
{"title":"Awakening the essence of classroom community building","authors":"Melanie M. Acosta, Paul Woodard","doi":"10.1177/14687984221136057","DOIUrl":"https://doi.org/10.1177/14687984221136057","url":null,"abstract":"In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-17DOI: 10.1177/14687984221125983
Maria E Porta
The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-sound knowledge, and parent education were obtained at the beginning of kindergarten and a measure of word reading at the end of grade 1. A path analysis was applied to test specific hypotheses. The approach revealed a conditional dependence structure between the components as follows: (1) vocabulary depends on parent education; (2) PA depends on vocabulary; (3) letter name-sound knowledge depends on PA; (4) letter name-sound knowledge explained 76% of the variance in word reading; (5) vocabulary indirectly influences word reading through PA and letter name-sound knowledge. Plausible interpretations of the results regarding early reading acquisition among children from low socioeconomic backgrounds are discussed.
{"title":"Towards a model of word reading acquisition in children from low income backgrounds","authors":"Maria E Porta","doi":"10.1177/14687984221125983","DOIUrl":"https://doi.org/10.1177/14687984221125983","url":null,"abstract":"The present study examined a six-component theoretical model of word reading acquisition in 449 Spanish-speaking children from low socioeconomic backgrounds. Measures of phonological awareness (PA), rapid automatized naming (RAN), vocabulary, letter name-sound knowledge, and parent education were obtained at the beginning of kindergarten and a measure of word reading at the end of grade 1. A path analysis was applied to test specific hypotheses. The approach revealed a conditional dependence structure between the components as follows: (1) vocabulary depends on parent education; (2) PA depends on vocabulary; (3) letter name-sound knowledge depends on PA; (4) letter name-sound knowledge explained 76% of the variance in word reading; (5) vocabulary indirectly influences word reading through PA and letter name-sound knowledge. Plausible interpretations of the results regarding early reading acquisition among children from low socioeconomic backgrounds are discussed.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-08DOI: 10.1177/14687984221124185
Wenjie Wang, Rhianna K. Thomas, B. Cahill
The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and multicultural mother and daughter who created and enacted new storytelling practices in the context of community storytime. We analyze the stories through the dual lenses of sociocultural theory and culturally sustaining pedagogy and find powerful opportunities for culturally sustaining pedagogy when a child and parent are invited to share stories from their heritage cultures and encouraged to take leadership in developing and enacting multilingual pedagogies in educational spaces. We offer implications for future research for a deeper understanding of culturally sustaining pedagogy through sociocultural theory in the field of early childhood education.
{"title":"Katy transforms storytime: Culturally sustaining pedagogy in the community","authors":"Wenjie Wang, Rhianna K. Thomas, B. Cahill","doi":"10.1177/14687984221124185","DOIUrl":"https://doi.org/10.1177/14687984221124185","url":null,"abstract":"The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and multicultural mother and daughter who created and enacted new storytelling practices in the context of community storytime. We analyze the stories through the dual lenses of sociocultural theory and culturally sustaining pedagogy and find powerful opportunities for culturally sustaining pedagogy when a child and parent are invited to share stories from their heritage cultures and encouraged to take leadership in developing and enacting multilingual pedagogies in educational spaces. We offer implications for future research for a deeper understanding of culturally sustaining pedagogy through sociocultural theory in the field of early childhood education.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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