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Education for the Human Soul: Culturally Sustaining Pedagogies and the Legacy of Love That Guides UsThis BookTheoretical Framework: The Family Tree That Guides UsThe RootsBlack Radical Intellectual ThoughtLatinx Radical Intellectual ThoughtIndigenous Radical Intellectual ThoughtCritical Theories and PedagogiesTrunkLegal ReformsSociopolitical MovementsBranches: Asset-Based Theories and PedagogiesSociocultural TheoriesThird SpaceMulticultural EducationLeaves and FruitCulturally Relevant TeachingCulturally Responsive TeachingCulturally Mediated InstructionCulturally Sustaining PedagogiesMethodology: A Humanizing Approach to Our Work as Teacher-ResearchersResearch Question and Data CollectionIntroducing the Dyads and their Approaches to ResearchAn InvitationNotesReferencesTranslanguaging Pedagogies in a Bilingual Preschool ClassroomMeet the Authors and the El Centro ContextEl Centro AcademyOrganizing Our Research Work TogetherUnderstanding Culturally Sustaining Concepts through Patricia's TeachingIn-the-Moment Translanguaging Practices and Curriculum in Patricia's ClassroomHelping Children and Families Confront and Counter English-Only Discourses and PoliciesSongs, Books, and Labeling the RoomTranslanguaging and Warm-Demanding ConsejosTranslanguaging in Assessment PracticesThe Power of the Dyad RelationshipWe Must Keep WorkingReferencesToward Culturally Sustaining Pedagogy: Engagements with Latina Mothers Through Latino/Latina Children’s LiteratureMeet the AuthorsBeliefs Guiding Our PracticeContext: Horrell Hill Elementary SchoolLatino/Latina Family Engagement: The Foundation of Our Dyad WorkLiteracies Alive! Fotos у Families, Photos and FamiliesLatina Mothers' CroupExplorations with Writing and PhotographyWritten Responses to Latino/Latina Children's LiteratureExplorations of Latino/Latina Children's LiteratureOut of School ExperiencesCulminating Celebration with the FamiliesInsights from Our Work TogetherTrustRelationshipsPatience and TimeDyad RelationshipClosing ThoughtsNoteReferencesTogether Ensuring Students’ Voices are Heard, Stories are Told, and Legacies are Put into ActionWalk into our WorldMeet the Authors: Alicia and BilalThe Dyad PartnershipCulturally Relevant, Responsive, and Sustaining Teaching in Alicia's ClassroomOpening-Day Writing: Cultural Responsiveness in ActionBuilding a Culturally Relevant Classroom LibraryThe Celia Cruz and Tito Puente ProjectThe Maya Angelou ProjectSi, Somos LatinosNext Steps: Sustaining the Work InstitutionallyStrategies, Outcomes, LegaciesReferencesGrowing Our Village: The Power of Shared Knowledge in Early Childhood LiteracyAn Introduction to Our WorkEstablishing the Village: Meet the AuthorsA Framework for Our Work TogetherEstablishing New Spring Elementary School as the Village HomeDocumenting Our WorkInsights: Our Dyad RelationshipTeachers TogetherChallenges in the Dyad RelationshipCulturally Relevant and Sustaining Early Literacy PracticesMaking Student Expertise VisibleStudent Autonomy and RelationshipsSupplementing Conventional AssessmentsFamilies and Heritage as CurriculumForegrounding FamiliesClass Broadcast: The Cultural EnthusiastImpromptu Home VisitsFamily Members in the ClassroomChallenges in Our WorkConclusion: Extending the VillageReferencesCulturally Relevant Pedagogies as the Norm: Lessons Learned, Action Steps, and Questions to Help Us Move Toward Culturally Sustaining PedagogiesContext for Lessons Learned: PDCRT Stance and CoalsDevelop Culturally Relevant Pedagogies in Early Childhood (PreK-Grade 3) ClassroomsCreate Mutual Mentorships and Dismantle University-School HierarchiesProvide a Support System for Getting Started with Culturally Relevant TeachingPrioritize Diverse Classrooms and Teachers of Color, Cultivate LeadershipTransform Early Childhood Spaces into Places for Critical ConversationsLessons Learned and Action Steps: Reflections/Advocacy for Culturally Relevant TeachingLesson #1: Nurture Distinct Practices in Each Classroom Context; There is No FormulaLesson #2: Address Power DifferentialsLesson #3: Recognize that Relationships Are Fundamental and They Take Time to BuildLesson #4: Engage with Young Children Around Complex IssuesLesson #5: Center Teachers, Children, and Families of Color; Decenter WhitenessLesson #6: Teach Literacy as a Social and Cultural PracticeLesson #7: Learn from FamiliesLesson #8: Study Together to Develop a Critical PerspectiveLesson #9: Develop Equitable AssessmentsHow Can We Move Toward Culturally Sustaining Pedagogies?ConclusionNotesReferencesEpilogueAppendix
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