Supporting Young Children in PreK-3 (Special Issue of Banks Street Occasional Paper Series, #39).
Banks Street Occasional Paper Series ; Paper 39
Bank Street College of Education.
Journal Special Issue
Occasional Paper Series (Bank Street College of Education)
, No. 39 , p. 1-139
Bank Street College of Education
610 West 112th Street
New York, NY 10025-1898
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. The papers consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts. Recognizing the untenable ways in which interventions for immigrant children and families are typically conceived, this special issue addresses inequities, disparities, and “gaps” as institutional challenges rather than something that can be fixed by or blamed on families and children. Instead of insisting that children and families change to be successful in the U.S., the papers focus on the structural changes that would make preK-3 more equitable. Anti-immigration attitudes as obstacles to strength-based policies and practices are discussed, as well as avoiding the temptation to blame or victimize and the need for advocacy for children of immigrants to be rooted in multiplicity and strengths. Specific papers discuss intersectionality and possibility in the lives of Latino children of immigrants, the impact of the 2016 presidential election on a second-grade dual-language classroom, building safe community spaces for immigration families one library at a time, administrators’ roles in offering dynamic early learning experiences to children of Latino immigrants, perspectives of immigrant and refugee parents and rethinking parent involvement, experiential knowledge and project-based learning in bilingual classrooms, inviting and holding traumatic stories in school, and building bridges between home and school. Numerous references. (Author abstract modified)
children of immigrants; undocumented immigrants; deportation; Hispanics; education; school issues; parent engagement; societal attitudes; child safety; community based services; early childhood education