Supporting Immigrant-Origin Children: Grounding Teacher Education in Critical Developmental Perspectives and Practices

Despite many welcoming individuals and communities, the hegemonic narrative regarding immigrant origin families suggests that hard work may not be enough to overcome the economic, social, and political walls within and encompassing the United States. The increasingly diverse stories of immigrant fam...

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Bibliographic Details
Published in:The Teacher educator 2018-07, Vol.53 (3), p.263-276
Main Author: Abo-Zena, Mona M.
Format: Article
Language:English
Subjects:
Critical Theory
Developmentally Appropriate Practices
Educational Policy
Elementary Secondary Education
Family School Relationship
Immigrants
Inclusion
Institutional Characteristics
Integrated Activities
Migrant Education
Migrant Problems
Preservice Teacher Education
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Summary:Despite many welcoming individuals and communities, the hegemonic narrative regarding immigrant origin families suggests that hard work may not be enough to overcome the economic, social, and political walls within and encompassing the United States. The increasingly diverse stories of immigrant families are often met with undifferentiated policies and practices, despite considerable racial, ethnic, linguistic, socioeconomic, and other variations. This article provides teacher educators and teacher candidates an ecologically and developmentally sensitive framework to understand immigrant-origin children in a holistic manner in order to support their overall development and learning. It concludes by applying the framework to guide equity-based practices within schools, and by educators, policy makers, and the public so they may more effectively contribute to the education and development of immigrant-origin and other students.
ISSN:0887-8730
1938-8101
DOI:10.1080/08878730.2018.1457751