Jennifer Keys Adair, associate professor in the Department of Curriculum and Instruction, recently served as a guest editor for the Bank Street Occasional Papers, a “forum for work that extends, deepens, and challenges the progressive legacy on which [Bank Street College] is built.” Issue 39 of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States through the lens of intersectionality.
This issue features articles from College of Education faculty: Adriana Alvarez, Denise Davila (who comes this fall to UT), and Adair as well as alumni Ale Barraza and Kiyomi Colegrove.
Adair’s introduction, “A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families” focuses on using strengths-based practices in the early education of immigrant children to combat the traditional methods of early childhood education that perpetuate the notion of deficit views when considering the experiences of children, families, and communities of color.
The essays found in this issue of Bank Street Occasional Paper Series “grapple with the need to approach programs, research, and school practices with respectful, strength-based views of communities,” says Adair.
Adair has published in a wide range of journals and news outlets. She has conducted multi-sited, video-cued ethnographic research projects in the United States, India, New Zealand, and Australia as well as throughout Europe.
