Dora’s Program: A Constructively Marginalized Paraeducator and Her Developmental Biliteracy Programaeq_

Abstract

This article discusses findings from a case study of one elementary bilingual paraeducator, highlighting how the recognition of situated cultural capital enabled her to move from traditional to constructive marginality. I argue that her actions, the actions of others, and conditions within the school enabled her to use culturally relevant funds of knowledge… (More)

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