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The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants


by Jennifer Keys Adair, Joseph Tobin & Angela E. Arzubiaga - 2012


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Cite This Article as: Teachers College Record Volume 114 Number 12, 2012, p. 1-37
https://www.tcrecord.org ID Number: 16719, Date Accessed: 10/22/2019 1:09:55 PM
 
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About the Author
  • Jennifer Adair
    University of Texas at Austin
    E-mail Author
    JENNIFER KEYS ADAIR is an assistant professor of early childhood education at the University of Texas at Austin. Using comparative ethnography, her research focuses on the cultural nature of early childhood education and how communities and nations see pedagogy and the nature of childhood in different ways. Her recent publications include Advocating for Ethnographic Work in Early Childhood Federal Policy: Problems and Possibilities (Adair, forthcoming); Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers (Adair, 2011); and Meditation, Rangoli and Eating on the Floor: Practices From an Urban Preschool in Bangalore, India (Adair & Bhaskaran, 2010).
  • Joseph Tobin
    Arizona State University
    E-mail Author
    JOSEPH TOBIN is the Basha Professor of Early Childhood Education in the School of Social Transformation at Arizona State University. His research interests include cross-cultural studies of early childhood education, immigration and education, children and the media, and qualitative research methods, especially video-based research. Among his publications are Preschool in Three Cultures Revisited and Good Guys Donít Wear Hats: Childrenís Talk About the Media. His newest project is a study of deaf kindergartens in Japan, France, and the United States.
  • Angela Arzubiaga
    Arizona State University
    E-mail Author
    ANGELA E. ARZUBIAGA is an associate professor in the School of Social Transformation at Arizona State University. She received her PhD from the University of California at Los Angeles. She has been a University of California Presidentís Postdoctoral Fellowship recipient and an awardee of the International Society for the Study of Behavioral Development (ISSBD). Her research focuses on sociocultural perspectives on family life and home-institution connections, comparative understandings of difference, the education of children of immigrants, and immigrant familiesí adaptations. Dr. Arzubiagaís work emphasizes the importance of culture within all human practices. In an article for Exceptional Children, she contends that the cultural presuppositions in a fieldís habitual practices as well as the sociocultural location of the researcher need to inform our research. Her review of research on children in immigrant families in Review of Research in Education is leading current research on the contested issues of diversity and difference surrounding the education of children. She was Spencer and Bernard Van Leer investigator on the Children of Immigrants in US Preschool: Parent and Teacher Perspectives and the Children Crossing Borders (CCB) studies.
 
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