MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02694nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241023092208.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241023b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
14687984 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1139.5 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Souto-Manning, Mariana |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
On children as syncretic natives: |
| Remainder of title |
disrupting and moving beyond normative binaries |
| Statement of responsibility, etc. |
created by Mariana Souto-Manning |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
London: |
| Name of producer, publisher, distributor, manufacturer |
Sage, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2013 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Journal of Early Childhood Literacy |
| Volume/sequential designation |
Volume 13, number 3 |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Historically, US schools have failed multicultural and multilingual children of colour and marginalized expansive conceptualizations of home and community literacy practices. Given the importance of fully inclusive education, this article seeks to understand the ways in which young multilingual and multicultural children take up issues of educational success and inclusion through translinguistic oral narratives. Through the analysis of a representative narrative authored by an Afro-Latino boy within the context of an afterschool programme, I introduce the notion of children as syncretic natives, intentionally and skilfully navigating within and across normative binaries set up by teachers who often occupy the role of syncretic immigrants. Because of a lack of support through professional development, teacher education and/or the ideologies promoted in school systems, many teachers tend to stick to a menu of known pedagogical practices and tools, taking on the role of syncretic immigrants as they implement and enforce normative binaries as opposite and exclusionary educational practices. As syncretic natives, children tend to engage in the creation of new practices, which move beyond traditional normative binaries. Findings indicate incoherencies in the construction of normative educational binaries and what counts as educational success. Implications point to the need for teachers to learn how to disrupt and move beyond normative binaries in order to see the brilliant syncretic practices of young children from multicultural and multilingual backgrounds, thus fashioning more fully inclusive curricula and teaching with the acknowledgement and recognition that children are syncretic natives who bring knowledge and expertise that can greatly enrich classroom opportunities for them to learn and grow. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Children as syncretic natives |
| Form subdivision |
Multicultural and multilingual backgrounds |
| General subdivision |
Normative binaries |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1177/1468798412455035 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |