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Border Lives: Exploring the Experien...

McDevitt, Seung Eun.

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Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families./
Author:	McDevitt, Seung Eun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	278 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10822406
ISBN:	9780355971491

Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families.
McDevitt, Seung Eun.

Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 278 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

The field of early childhood education and care (ECEC) is facing one of the most rapid changes as one in four children under the age of six in the United States are immigrant children or children of immigrants (Woods, Hanson, Saxton, & Simms, 2016). With this demographic shift along with the current political climate towards immigrants, teaching immigrant children has become more complex and challenging than ever before. Further, the evidence in the existing literature consistently reflects immigrant children's narratives of their experiences in schools as alienated, excluded, and othered, attesting to this challenging task for educators (e.g. Igoa, 1995; Kirova, 2001).

ISBN: 9780355971491Subjects--Topical Terms:

518817
Early childhood education.

Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families.
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245 1 0 $a Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families.
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300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Advisers: Susan L. Recchia; Maria Paula Ghiso.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2018.
520 $a The field of early childhood education and care (ECEC) is facing one of the most rapid changes as one in four children under the age of six in the United States are immigrant children or children of immigrants (Woods, Hanson, Saxton, & Simms, 2016). With this demographic shift along with the current political climate towards immigrants, teaching immigrant children has become more complex and challenging than ever before. Further, the evidence in the existing literature consistently reflects immigrant children's narratives of their experiences in schools as alienated, excluded, and othered, attesting to this challenging task for educators (e.g. Igoa, 1995; Kirova, 2001).
520 $a Amid these challenges, what stories are there yet to be told when immigrants with such experiences and backgrounds become teachers and teach immigrant students? Grounded in a funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) and borderlands (Anzaldua, 1987) framework, this study seeks to bring the voices of immigrant teachers to the forefront and to examine their immigration and schooling experiences, first as immigrant students and now teaching and caring for young immigrant students and families in ECEC settings. Using the methods of multi-case study, I highlight the intimate and nuanced teaching and learning experiences of immigrant teachers by delving deeper into a borderland space, where their lives mesh with their immigrant students and their families.
520 $a Looking deeply at the experiences of immigrant teachers straddling between multiple worlds, remembering being newcomers while working as welcomers, proposes that we re-think and ask new questions about the complex realities of immigrants in schooling. This work highlights the heart of teaching and caring for young immigrants as contingent upon understanding the nuances of their daily experiences as border crossers within the self, among others, and in multiple cultural worlds.
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