Kiyomi Sánchez‐Suzuki Colegrove
Biographic Data
| ID | 6746952 |
|---|---|
| NAME | Kiyomi Sánchez‐Suzuki Colegrove |
| GIVEN NAMES | Kiyomi Sánchez‐Suzuki |
| FAMILY NAME | Colegrove |
| SIGNATURE | COLEGROVE K S S |
| AFFILIATIONS | Texas State University |
| ORCID | 0000-0003-2194-4791 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Los policías ! Latinx children’s agency in highly regulated early childhood contexts
This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involvin…
Latinx immigrant parents’ views on learning and collaboration in the early childhood classroom ( Opiniones de los padres y las madres latinos inmigrantes sobre el aprendizaje y la colaboración en las …
Latinx immigrant parents indicated that the type of pedagogical practices they prefer or value for their children’s education in early childhood classrooms emphasize opportunities for children to help each other, collaborate and contribute, make choices and take responsibility in their learning. In a study using video-cued ethnography, parents indicated that they believe that children need these meaningful experiences to be part of society and co…
Segregation by Experience
Gracias por escucharnos
This article highlights the voices and expertise of Latinx immigrant parents when describing their and their children's experiences with schools in Texas and California. The video-cued ethnography method allowed participants to engage in dialogue among themselves across space and time as well as explore issues regarding their voice and power. By creating dialogic spaces and listening to Latinx immigrant parents, stakeholders can better understand…
Finding and Enacting Agency
The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implement…
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpet…
Lo hacen tan complicado”
The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children’s education. In particular, we show Latino immigrant parents’ views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children project, a video-cued ethnographic study, we highlight voices of Latino immigrant parents that describe …
Lo hacen tan complicado”
The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children’s education. In particular, we show Latino immigrant parents’ views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children project, a video-cued ethnographic study, we highlight voices of Latino immigrant parents that describe …
How the Word Gap Argument Negatively Impacts Young Children of Latinx Immigrants' Conceptualizations of Learning
Early childhood education in grades preK–3 continues to contribute to future school success. Discrimination, however, can still be an obstacle for many children of Latinx immigrants because they often receive less sophisticated and dynamic learning experiences than their white, native-born peers. In this article, Jennifer Keys Adair, Kiyomi Sánchez-Suzuki Colegrove, and Molly E. McManus detail how this type of educational discrimination is perpet…
Lo hacen tan complicado”
The purpose of this article is to counter widespread deficit discourses about Latino parental involvement in their children’s education. In particular, we show Latino immigrant parents’ views and understandings of curricular and pedagogical practices in elementary school, especially in mathematics. Using data from the Agency and Young Children project, a video-cued ethnographic study, we highlight voices of Latino immigrant parents that describe …
Finding and Enacting Agency
The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implement…
Gracias por escucharnos
This article highlights the voices and expertise of Latinx immigrant parents when describing their and their children's experiences with schools in Texas and California. The video-cued ethnography method allowed participants to engage in dialogue among themselves across space and time as well as explore issues regarding their voice and power. By creating dialogic spaces and listening to Latinx immigrant parents, stakeholders can better understand…
Segregation by Experience
Latinx immigrant parents’ views on learning and collaboration in the early childhood classroom ( Opiniones de los padres y las madres latinos inmigrantes sobre el aprendizaje y la colaboración en las …
Latinx immigrant parents indicated that the type of pedagogical practices they prefer or value for their children’s education in early childhood classrooms emphasize opportunities for children to help each other, collaborate and contribute, make choices and take responsibility in their learning. In a study using video-cued ethnography, parents indicated that they believe that children need these meaningful experiences to be part of society and co…
Los policías ! Latinx children’s agency in highly regulated early childhood contexts
This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involvin…
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Ethnography (5 works) · Immigration (5 works) · Multilingual Education and Policy (4 works) · Parental Involvement in Education (4 works) · Political science (4 works) · Critical Race Theory in Education (3 works) · Early Childhood Education and Development (3 works)