“I help them see their potential”: The role of Cultural Navigators in Supporting the Professional Development of Immigrant and Refugee Family Childcare Providers
Sarah Garrity, Saralyn Miller, Claudia Dunn, Sascha Longstreth
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引用次数: 0
Abstract
Cultural navigators (CNs) serve as a bridge between immigrants and refugees and receiving communities. CNs help individuals from minoritized cultural groups navigate human service and educational systems and provide connections to local resources, services, and social support systems. This qualitative case study describes the experiences and perspectives of three CNs and 35 family childcare (FCC) providers who participated in a program designed to support the business skills of FCC providers living in three distinct cultural communities, drawing on Yosso’s community cultural wealth framework (2005). Data indicated that the CNs’ lived experiences as refugees and immigrants enabled them to provide culturally and linguistically responsive support to the FCC providers, illustrating the aspirational, linguistic, social, and navigational capital of both navigators and providers.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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