Abstract
The current U.S. sociopolitical climate has resurfaced long-held ideas associated with public perceptions concerning the Spanish language, Latin@s, and their portrayal in United States society. Amidst this climate, educators face the challenge of creating critical learning spaces for Latin@ bilingual children within multiple boundaries. This case study examines the pedagogical practices of an early childhood teacher who has co-constructed, with her students, a figured world where mathematics is part of everyday activities and children develop agency in their learning. Educational environments where Latin@ children use their resources as assets provide great leverage to counteract negative depictions of Latin@s in the U.S.
Original language | English (US) |
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Pages (from-to) | 100-114 |
Journal | Journal of Latinos and Education |
Volume | 22 |
Issue number | 1 |
DOIs | |
State | Published - 2023 |
Keywords
- agency
- bilingualism
- early childhood
- Latin@ children
- mathematics
ASJC Scopus subject areas
- Cultural Studies
- Education