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Constructing Literacy Spaces in Low-Income Homes and Communities: A Study of Two Latino First Graders and Their Families

Urban education (Beverly Hills, Calif.), 2021-01, Vol.56 (1), p.61-90

Volk, Dinah

2021

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Navigating Languages, Literacies and Identities: Religion in Young Lives

1, 2016

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Intentionality and Expertise: Learning from Observations of Children at Play in Multilingual, Multicultural Contexts

Anthropology & education quarterly, 2007-09, Vol.38 (3), p.239-259

Long, Susi

2007

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"Contradictions, clashes, cominglings": The Syncretic Literacy Projects of Young Bilinguals

Anthropology & education quarterly, 2013-09, Vol.44 (3), p.234-252

Volk, Dinah

2013

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Join us in a 'space of dialogue and human action'

Early years (London, England), 2017-01, Vol.37 (1), p.1-16

Volk, Dinah

2017

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Teaching as Emancipatory Practice: Professional Partnerships Enacting Culturally Relevant Work

Urban education (Beverly Hills, Calif.), 2020-07, Vol.55 (6), p.835-837

2020

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Interrogating the "gold standard": Play-based early childhood education and perpetuating white supremacy

Theory into practice, 2021-07, Vol.60 (3), p.322-332

2021

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Curricular Violence and the Education of Black Children: Working Toward Positive Peace Through Pro-Black Practices

International journal of early childhood, 2023-12, Vol.55 (3), p.347-367

2023

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Letter from the Guest Editors

Journal of early childhood literacy, 2022-12, Vol.22 (4), p.455-458

2022

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Letter from the Guest Editors

Journal of early childhood literacy, 2022-09, Vol.22 (3), p.319-322

2022

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Early Childhood Education in the United States: Contemporary and Critical Perspectives

1, 2019

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Guest editors’ introduction: Syncretism and syncretic literacies

Journal of early childhood literacy, 2013-09, Vol.13 (3), p.309-321

2013

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‘We’ve been doing it your way long enough’: Syncretism as a critical process

Journal of early childhood literacy, 2013-09, Vol.13 (3), p.418-439

2013

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An Interview with Heidi Mills and Tim O'Keefe, NCTE's 2014 Outstanding Educators of the Year

Language arts, 2014-11, Vol.92 (2), p.123-130

2014

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Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade

Language and education, 2006, Vol.20 (3), p.173-190

2006

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‘Diversity as a Verb’ in Preservice Teacher Education: Creating Spaces to Challenge the Profiling of Young Children

Contemporary issues in early childhood, 2014-06, Vol.15 (2), p.152-164

2014

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“The teaching and the enjoyment and being together…”: Sibling teaching in the family of a Puerto Rican kindergartner

Early childhood research quarterly, 1999, Vol.14 (1), p.5-34

Volk, Dinah

1999

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Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade

Journal of language, identity, and education, 2007-08, Vol.6 (3), p.177-199

2007

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Introduction: Join us in a ‘space of dialogue and human action’

Early Childhood Education in the United States, 2019, p.1-16

1, 2019

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Book Review: “We’ve been doing it your way long enough”: Choosing the culturally relevant classroom

Urban Education, 2020, Vol.55 (6), p.963-964

Volk, Dinah

2020

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Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources

YC young children, 2005-11, Vol.60 (6), p.12-19

2005

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Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican Family

Navigating Languages, Literacies and Identities, 2016, p.21-38

1, 2016

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Culturally Relevant Pedagogies as the Norm: Lessons Learned, Action Steps, and Questions to Help Us Move Toward Culturally Sustaining Pedagogies

Toward Culturally Sustaining Teaching, 2021, p.121-146

1, 2021

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‘Many Differing Ladders, Many Ways to Climb...’: Literacy Events in the Bilingual Classroom, Homes, and Community of Three Puerto Rican Kindergartners

Journal of early childhood literacy, 2001-08, Vol.1 (2), p.193-224

2001

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Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners

Anthropology & education quarterly, 1997-03, Vol.28 (1), p.22-49

Volk, Dinah

1997

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Constructing Literacy Spaces in Low-Income Homes and Communities: A Study of Two Latino First Graders and Their Families

Navigating Languages, Literacies and Identities: Religion in Young Lives

Intentionality and Expertise: Learning from Observations of Children at Play in Multilingual, Multicultural Contexts

"Contradictions, clashes, cominglings": The Syncretic Literacy Projects of Young Bilinguals

Join us in a 'space of dialogue and human action'

Teaching as Emancipatory Practice: Professional Partnerships Enacting Culturally Relevant Work

Interrogating the "gold standard": Play-based early childhood education and perpetuating white supremacy

Curricular Violence and the Education of Black Children: Working Toward Positive Peace Through Pro-Black Practices

Letter from the Guest Editors

Letter from the Guest Editors

Early Childhood Education in the United States: Contemporary and Critical Perspectives

Guest editors’ introduction: Syncretism and syncretic literacies

‘We’ve been doing it your way long enough’: Syncretism as a critical process

An Interview with Heidi Mills and Tim O'Keefe, NCTE's 2014 Outstanding Educators of the Year

Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade

‘Diversity as a Verb’ in Preservice Teacher Education: Creating Spaces to Challenge the Profiling of Young Children

“The teaching and the enjoyment and being together…”: Sibling teaching in the family of a Puerto Rican kindergartner

Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade

Introduction: Join us in a ‘space of dialogue and human action’

Book Review: “We’ve been doing it your way long enough”: Choosing the culturally relevant classroom

Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources

Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican Family

Culturally Relevant Pedagogies as the Norm: Lessons Learned, Action Steps, and Questions to Help Us Move Toward Culturally Sustaining Pedagogies

‘Many Differing Ladders, Many Ways to Climb...’: Literacy Events in the Bilingual Classroom, Homes, and Community of Three Puerto Rican Kindergartners

Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners

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