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Demonstrating equitable practices and strategies that move toward culturally sustaining teaching such as translanguaging, explorations of children's literature, alternative modes of literacy assessment, photography and arts integration, student-driven poetry units, and more, this book shares the stories of four teacher-teacher dyads who worked together across university-school contexts to study, generate, and evaluate culturally relevant and sustaining literacy practices in early childhood classrooms across the country. Highlighting the voices and roles of children, families, community members, and teachers of Color, this book suggests new ways for all teachers to build and sustain relationships that are relevant and work toward being sustaining; and anticipates and offers solutions for challenges that arise in these contexts. Insightful and instructive, the narratives in this collection model how to create positive and mutually beneficial dynamics among teachers, children, and their families and communities.
This book offers a timely resource for pre-service teachers, teachers, scholars, faculty, and graduate students in language and literacy education, early childhood education, and culturally relevant, responsive, and sustaining teaching.
List of contents
Series Foreword
Foreword
CHAPTER ONE: EDUCATION FOR THE HUMAN SOUL: CULTURALLY SUSTAINING PEDAGOGIES AND THE LEGACY OF LOVE THAT GUIDES US
Kindel Nash, Bilal Polson, and Crystal Glover
CHAPTER TWO: TRANSLANGUAGING PEDAGOGIES IN A BILINGUAL PRESCHOOL CLASSROOM
Kindel Turner Nash and Iris Patricia Piña
CHAPTER THREE: TOWARD CULTURALLY SUSTAINING PEDAGOGY: ENGAGEMENTS WITH LATINA MOTHERS THROUGH LATINO/LATINA CHILDREN’S LITERATURE
Julia López-Robertson with Mary Jade Haney
CHAPTER FOUR: TOGETHER ENSURING STUDENTS’ VOICES ARE HEARD, STORIES ARE TOLD, AND LEGACIES ARE PUT INTO ACTION
Bilal Polson and Alicia Arce-Boardman
CHAPTER FIVE: GROWING OUR VILLAGE: THE POWER OF SHARED KNOWLEDGE IN EARLY CHILDHOOD LITERACY
Crystal Glover and Chinyere Harris
CHAPTER SIX: CULTURALLY RELEVANT PEDAGOGIES AS THE NORM: LESSONS LEARNED, ACTION STEPS, AND QUESTIONS TO HELP US MOVE TOWARD CULTURALLY SUSTAINING PEDAGOGIES
Dinah Volk and Erin Miller
Afterword
About the author
Kindel Turner Nash is an Associate Professor of Early Childhood Education at the University of Maryland, Baltimore County, USA.
Crystal Polite Glover is an Assistant Professor of Early Childhood Education at Winthrop University, USA.
Bilal Polson is the Principal of Northern Parkway School in Uniondale, New York, USA.
Summary
This book shares the story of five teacher dyads who worked across university-school contexts to generate and evaluate culturally sustaining literacy practices in early childhood classrooms. Insightful and instructive, the narratives in this collection model how to create positive dynamics among teachers and students.
