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'Some of us Don't Like the Chaos': Comparing Latine Immigrant Parents' and Early Childhood Teachers' Discourses of Control in the Classroom.

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Title: 'Some of us Don't Like the Chaos': Comparing Latine Immigrant Parents' and Early Childhood Teachers' Discourses of Control in the Classroom.
Authors: McManus, Molly E.1 (AUTHOR) mollymcmanus@sfsu.edu, Suzuki Colegrove, Kiyomi Sánchez2 (AUTHOR), Adair, Jennifer Keys3 (AUTHOR)
Source: Journal of Latinos & Education. Sep/Oct2025, Vol. 24 Issue 4, p808-822. 15p.
Subject Terms: *Early childhood teachers, *Classroom management, *Education advocacy, *Classroom environment, *Minority youth, Immigrant families, Critical discourse analysis, Race discrimination
Abstract: Drawing on data from the multivocal video-cued ethnographic Agency and Young Children Study, we use critical discourse analysis to compare Latine immigrant parents' and early childhood teachers' ideas about agency and teacher control in the education of young Latine children. In video-cued focus group interviews, parents and teachers shared a belief in the importance of order and teacher control in the classroom but had very different rationales for these beliefs. Latine immigrant parents shared a deep concern for their children's learning while teachers focused on their personal preferences and pressure around standards and testing. Through analysis of these perspectives, we consider the ways that racism and childism intersect to create particularly oppressive learning environments for young Children of Color, complicate and challenge long-standing stereotypes about Latine immigrant parents, and push back on teachers' ideas about the relationship between control and learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: 'Some of us Don't Like the Chaos': Comparing Latine Immigrant Parents' and Early Childhood Teachers' Discourses of Control in the Classroom.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Latinos+%26+Education%22">Journal of Latinos & Education</searchLink>. Sep/Oct2025, Vol. 24 Issue 4, p808-822. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+advocacy%22">Education advocacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Minority+youth%22">Minority youth</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+families%22">Immigrant families</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+discourse+analysis%22">Critical discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Race+discrimination%22">Race discrimination</searchLink>
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  Data: Drawing on data from the multivocal video-cued ethnographic Agency and Young Children Study, we use critical discourse analysis to compare Latine immigrant parents' and early childhood teachers' ideas about agency and teacher control in the education of young Latine children. In video-cued focus group interviews, parents and teachers shared a belief in the importance of order and teacher control in the classroom but had very different rationales for these beliefs. Latine immigrant parents shared a deep concern for their children's learning while teachers focused on their personal preferences and pressure around standards and testing. Through analysis of these perspectives, we consider the ways that racism and childism intersect to create particularly oppressive learning environments for young Children of Color, complicate and challenge long-standing stereotypes about Latine immigrant parents, and push back on teachers' ideas about the relationship between control and learning. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/15348431.2024.2416057
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      – Code: eng
        Text: English
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        PageCount: 15
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      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Classroom management
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      – SubjectFull: Education advocacy
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Minority youth
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      – SubjectFull: Immigrant families
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      – SubjectFull: Critical discourse analysis
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      – SubjectFull: Race discrimination
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      – TitleFull: 'Some of us Don't Like the Chaos': Comparing Latine Immigrant Parents' and Early Childhood Teachers' Discourses of Control in the Classroom.
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            NameFull: McManus, Molly E.
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            NameFull: Suzuki Colegrove, Kiyomi Sánchez
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            NameFull: Adair, Jennifer Keys
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            – D: 01
              M: 09
              Text: Sep/Oct2025
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