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The (inequitable) citizenship(s) produced in progressive early childhood spaces
There is an increasing concern in the United States about how to accommodate the educational needs of immigrant children, particularly those in marginalized communities. Access to early childhood and elementary education has considerably improved for young immigrant children through both state and federally funded programs; however, educational inequalities, including social exclusion and the lack of a sense of belonging still remain major problems. In this talk, I will present my ethnographic research that examines how everyday literacy practices in a progressive school formally and informally promoted citizenship and belonging through teacher talk and curriculum. Though progressive schools are understood to promote community, cooperation, tolerance, justice, and democratic equality, I will focus on how teachers' conversations lead to exclusion rather than inclusion for Muslim children. Examples from my fieldwork raise questions about how literacy practices in early childhood classrooms in the United States might work with conceptualizations of Muslim countries, as well as immigration and borders.
Presented by Müge Olğun Baytaş
Candidate for Early Literacies Postdoctoral Fellow Position

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