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Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France
16 references·14 citing·47 second hop
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References

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  • 1999Identity and agency in cultural worlds4,064 cited
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  • 2012

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Researching ‘practiced language policies’: insights from conversation analysis
263 cited

Cited by

  • 2023Agency in Educational Technology: Interdisciplinary Perspectives and Implications for Learning Design63 cited
  • 2022Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel26 cited
  • 2020Language and Social Justice21 cited
  • 2021“More languages means more lights in your house”15 cited
  • 2021Teaching in multilingual classrooms: strategies from a case study in Portugal8 cited
  • 2025Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review7 cited
  • 2022Adrift between republican values and plurilingual policies: (pre)primary school teachers’ reported practiced language policies in Strasbourg5 cited
  • 2023Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child: a large-scale exploration within childcare facilities in Flanders4 cited
  • 2020Educational Partnerships of Teachers, Parents, and Children in Multilingual Preschool Contexts4 cited
  • 2021Russian language maintenance among multilingual teachers in Israeli educational settings3 cited
  • 2024Unlocking Multilingual Classrooms: Preprimary Teachers’ Perspectives on Inclusive Pedagogy in Spain3 cited
  • 2021Développer la compétence à écrire en français langue seconde chez des adolescent⋅e⋅s en situation de grand retard scolaire : textes identitaires et ateliers d’expression théâtrale plurilingues3 cited
  • 2022The Interaction Between Family Language Policy and Educators in Early Language Education3 cited
  • 2025Enhancing the research-praxis nexus: Critical moments implementing translanguaging pedagogies in English language education at an Austrian middle school2 cited