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Abstract

This article offers theoretical and practical strategies for engaging families, communities, and young children in culturally relevant and responsive early literacies. The authors highlight findings from data collected in their own classrooms and with families and communities for the Professional Dyads in Culturally Relevant (PDCRT) teaching project,[1] a collaborative research partnership (2013-2015) between teacher educator-teacher dads [2] aimed at generating, investigating, and documenting culturally relevant/responsive practices for early childhood contexts.

[1]The PDCRT was initiated by Affirmative Action Committee of the Early Childhood Education Assembly of the National Council of Teachers of English (NCTE).

[2]University-School Partners

Key Take Away Points

practitioner strategies

Early literacy

Culturally relevant teaching practices

Author Biography

Patricia Piña has taught in Head Start, bi/multi-lingual pre-schools for over seven years. She currently resides in Yonkers, New York. Kindel Nash is an Assistant Professor of Language & Literacy and Urban Teacher Education at the University of Missouri, Kansas City. Alicia Boardman is a second grade bi/multilingual teacher at Northern Parkway School in Uniondale, New York. Bilal Polson is vice-principal of Northern Parkway School in Uniondale, New York. Leah Panther is a doctoral student at the University of Missouri, Kansas City.

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