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Exploring Equitable Partnerships Amo...

Bhattashali, Ankita,

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Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators // Ankita Bhattashali.
Author:	Bhattashali, Ankita,
Description:	1 electronic resource (167 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31295948
ISBN:	9798382823485

Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators /
Bhattashali, Ankita,

Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators /Ankita Bhattashali. - 1 electronic resource (167 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Refugee children comprise half of the total world refugee population and face numerous complex challenges (UNHCR, 2021). The purpose of this study was to explore equitable familyprofessional partnerships between refugee families of children with disabilities or considered atrisk (i.e., who has/had been referred to special education evaluation or is/was receiving special education services) and early educators. Specifically, I aimed to understand the challenges faced by early educators and the supports needed to develop equitable partnerships with refugee families. Additionally, I examined how the intersectional identities of both early educators and refugee families of children with disabilities or considered at-risk impacted their partnerships. Nine early educators participated in this iterative qualitative study, completing a demographic form and engaging in two rounds of semi-structured interviews. Guided by the theoretical orientations of intersectionality (Crenshaw, 1991) and social constructivism, data analysis revealed that early educators encountered primary challenges such as language barriers, limited opportunities for interaction with families, and a lack of information about families' refugee status. Regarding the supports needed for developing equitable partnerships, most early educators expressed a desire for language and communication-related assistance and professional development in cultural competence. Finally, findings of this study highlighted how early educators' and refugee families' intersectional identities influenced their perceptions and consequently, the equitable nature of their relationships. Implications of this study underscored the importance of teacher preparation programs equipping early educators with a deeper understanding of diverse cultural practices, refugee status, and their impacts on children to foster equitable partnerships with refugee families.

English

ISBN: 9798382823485Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Children with disabilities

Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators /
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520 $a Refugee children comprise half of the total world refugee population and face numerous complex challenges (UNHCR, 2021). The purpose of this study was to explore equitable familyprofessional partnerships between refugee families of children with disabilities or considered atrisk (i.e., who has/had been referred to special education evaluation or is/was receiving special education services) and early educators. Specifically, I aimed to understand the challenges faced by early educators and the supports needed to develop equitable partnerships with refugee families. Additionally, I examined how the intersectional identities of both early educators and refugee families of children with disabilities or considered at-risk impacted their partnerships. Nine early educators participated in this iterative qualitative study, completing a demographic form and engaging in two rounds of semi-structured interviews. Guided by the theoretical orientations of intersectionality (Crenshaw, 1991) and social constructivism, data analysis revealed that early educators encountered primary challenges such as language barriers, limited opportunities for interaction with families, and a lack of information about families' refugee status. Regarding the supports needed for developing equitable partnerships, most early educators expressed a desire for language and communication-related assistance and professional development in cultural competence. Finally, findings of this study highlighted how early educators' and refugee families' intersectional identities influenced their perceptions and consequently, the equitable nature of their relationships. Implications of this study underscored the importance of teacher preparation programs equipping early educators with a deeper understanding of diverse cultural practices, refugee status, and their impacts on children to foster equitable partnerships with refugee families.
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