Bilingual and Literacy Studies Faculty Publications
Document Type
Article
Publication Date
4-30-2026
Abstract
The purpose of this article is to present a methodological extension to video-cued ethnography, a qualitative approach that combines ethnography with a stimulus video to conduct focus groups, and share methodological insights drawn from our experience. In this extension, we center the knowledge of Latine immigrant parents and create dialogic opportunities between parents and teachers. We illustrate how the extension works by presenting a study that explores if and how this dialogical experience shapes bilingual/ESL teachers’ ideas and attitudes towards parents as educational partners. We share data samples that demonstrate an emerging process of conscientization through markers of humanization, such as shifting discourses and reconceptualization of the potential partnership with Latine immigrant families, and discuss potential future professional development applications.
Recommended Citation
Sánchez-Suzuki Colegrove, K., McManus, M., & Zúñiga, C. (2026). Expanding the Multivocal Video-Cued Ethnographic Method to Sow Seeds of Conscientization in Teacher Attitudes and Practice. International Journal of Early Childhood Education, 32(SI), 114–138. https://doi.org/10.18023/ijece.2026.32..006
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
First Page
114
Last Page
138
Publication Title
International Journal of Early Childhood Education
DOI
10.18023/ijece.2026.32..006
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Modern Languages Commons, Other Languages, Societies, and Cultures Commons
Comments
Copyright ⓒ Korean Society for Early Childhood Education. This is an Open Access article under the terms and conditions of the Creative Commons License.