Call for Papers
Occasional Paper Series #39: Supporting Young Children of Immigrants in PreK-3
In the current climate, immigrant children and children of immigrants face an increasingly complicated set of obstacles. For this issue of the Bank Street Occasional Paper Series, we are seeking essay-style papers that highlight how schools, teachers, policymakers, and the public might better support the early schooling of immigrant children during their first years of school.
We are interested in the structural issues that children of immigrants face and the structural changes that might make preK-3 more equitable—such changes as:
- Improving home/school relationships
- Early childhood teacher and administrator education
- School and city sanctuary programs
- Dual language programs
- National and state funding
- Public messaging
- Immigration law
- Multilingualism and multi-literacies
- School environments
- Community engagement
- Curriculum and pedagogical approaches
We welcome papers that consider the intersectionality of young children's lives and what might need to change/improve in policy and practice to ensure that race, class, immigration status, gender, and disability do not prevent young children from getting the range of learning experiences they need and deserve.
Submissions for Supporting Young Children of Immigrants in preK-3 should draw upon empirical and/or theoretical work with/in immigrant communities. All work should begin with a respectful, strengths-based view of communities and address inequities, disparities, and "gaps" as institutional challenges, rather than blaming families and children.
Manuscripts Due: May 31, 2017
Manuscripts should be between 4000-6000 words.
Manuscripts should be double-spaced and formatted in APA Style; papers lacking APA formatting will not be reviewed. Only unpublished manuscripts that are not under review by other publications are eligible for consideration.
For more infomation, please review our submission guidelines.
Jennifer Keys Adair is Associate Professor of Early Childhood Education at The University of Texas at Austin. As a young scholar fellow with the Foundation of Child Development and a major grant recipient of the Spencer Foundation, she focuses on the connection between agency and discrimination in the early learning experiences of children and immigrants, particularly how systemic deficit views of families often translates into a denial of practice and experience in children's schooling. Dr. Adair has published in a wide range of journals, including Harvard Educational Review, Teachers College Record, Contemporary Issues in Early Childhood Education, Young Children and Race, and Ethnicity and Education. She has conducted research projects in the United States, India, New Zealand, and Australia as well as throughout Europe. Jennifer's work and expertise can be found in a variety of news outlets including The Conversation, Washington Post, The Huffington Post, TIME, CNN, and National Public Radio.
Fabienne Doucet is an Associate Professor of Early Childhood Education in the department of Teaching and Learning at the NYU Steinhardt School of Culture, Education, and Human Development and an affiliated faculty member of the NYU Metropolitan Center for Research on Equity and the Transformation of Schools, Institute for Human Development and Social Change, and Center for Latin American and Caribbean Studies. Born in Spain, raised in Haiti, and migrating to the U.S. at the age of ten, Doucet embodies a hybrid identity that is mirrored in her interdisciplinary approach to examining how immigrant and U.S.-born children of color and their families navigate education in the United States. A critical ethnographer, Doucet specifically studies how taken-for-granted beliefs, practices, and values in the U.S. educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage, and seeks active solutions for meeting their educational needs. Doucet has a Ph.D. in Human Development and Family Studies from the UNC-Greensboro and was a postdoctoral fellow at the Harvard Graduate School of Education with fellowships from the National Science Foundation and the National Academy of Education/Spencer Foundation.