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2018
Volume 83, Issue 2
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This multicultural feminist critical narrative inquiry examines how one Dominican Spanish and English speaking poor immigrant first grader, Pam, utilizes her critical literacies to intervene against inequitable teaching practices and affirm her cultures. Implications for early childhood educators to develop culturally responsive practices that better support children are discussed.

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/content/journals/10.58680/la20054450
2005-11-01
2024-06-22
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http://instance.metastore.ingenta.com/content/journals/10.58680/la20054450
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  • Article Type: Research Article
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