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Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play Inviting Young Children to Explore Intercultural Understandings Through Inquiry and Play Item Type text; Electronic Dissertation Authors Acevedo Aquino, Maria V. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 07:29:40 Link to Item http://hdl.handle.net/10150/565915 INVITING YOUNG CHILDREN TO EXPLORE INTERCULTURAL UNDERSTANDINGS THROUGH INQUIRY AND PLAY by María V. Acevedo Aquino _____________________________________________ Copyright © María V. Acevedo Aquino 2015 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING AND SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN LANGUAGE, READING AND CULTURE In the Graduate College THE UNIVERSITY OF ARIZONA 2015 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by María V. Acevedo Aquino, titled Inviting Young Children to Explore Intercultural Understandings through Inquiry and Play and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. ____________________________________________________ Date: May 12, 2015 Kathy G. Short ____________________________________________________ Date: May 12, 2015 Luis C. Moll ____________________________________________________ Date: May 12, 2015 Ana Christina Iddings Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. ____________________________________________________ Date: May 12, 2015 Dissertation Director: Kathy G. Short 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: María V. Acevedo Aquino 4 ACKNOWLEDGEMENTS To all of you who have been part of this journey. From los Guerreros de la luz de M-4, who listened to my declaration to you. Highest respect and unmeasurable gratitude. Way beyond words… A mi familia, Mami, Papi, Nati, María del Mar, Tití, Abuela, todos los Acevedo, los Aquino y nuestras familias extendidas. My new family Vázquez-Blázquez. For love and trust that moves mountains and which have always traveled. For creating experiences that have shaped who I am. Not all my family lives in Puerto Rico. Marisol, Elsa, Arnulfo, Ivet, Zule, Jacobo, for the warm and cozy days and nights filled with songs, stories and laughter that have kept me going through all these years. Kind people have always been by my side. Some, began this journey with me and now they guide me from above. Astrid, Carlos, Heidi, Antonio, Richard, for helping me understand and live life as transformations. May we keep sharing stories through the wind, the light, the roots, and our hearts. Year after year, I have been provided with opportunities to develop as a human being and scholar. To my committee, Kathy, Luis and Chris. To Debbie, Reneé and Iliana. For believing in me, especially during the doubtful moments. I pray for a life that can allow me to reciprocate the guidance, mentorship, and trust that I have received from all of you. Often, we meet people that we get along with. Seldom have we met people that we can truly think and work together with. To Dorea and Lauren, for filling each other’s pauses during conversations and discovering the true meaning of collaboration. To Aura and José, Susan, Mi-Kyoung, Megan, Desiree for believing in collaborations and friendships that travel and grow. Under pressure, we might lose track of what really matters. To Jen, Xenia, María Cameron for teaching me ways to keep my body, mind and soul in unity and harmony. 5 Gracias a mis amigas de toda la vida, Bea, Marlyn, Frances y Carla. May our eighteen years of friendship triple and our bonds follow us no matter where we go. Reading and writing in Spanish has always been one of my strengths, but I could not say the same about English. To Andrea, for being my tutor and friend. For supporting me through the intense journey of becoming bilingual. For reading every word, especially my creative English. For not marking my papers with red markers, and being present as I live English as part of my evolving identities. A menudo son los detalles los que hacen la diferencia. To Yvonne, María Fierro, Virginia, Michelle, and Adriana. For your willingness and grace in working with me and so many other students. Con igual emoción agradezco al personal de Sonora Head Start and many others who welcomed me there. To my tocalla María T. Acevedo, Teacher Lara, Teacher Celina, Liz. For the opportunity to be another teacher at the Arcoíris classroom, and learn from and with you. I have no words to describe how much I’ll miss being around you, Kathy and Jerry. For the movies during the scary nights and the home during the storm. A mi esposo Juanma. For marrying me and the Ph.D. during the toughest time. For your patience and strength. For your kindness, profound love, and your ability to make my life easier. Te quiero mucho cariño. Some night I lie awake counting gifts, instead of counting sheep. Grateful, grateful, truly blessed and duly grateful. Gracias a la vida que me ha dado tanto. 6 DEDICATION To the children in the Arcoíris classroom. For inviting me into your inquiries and allowing me to co-play, co-story, and co-learn. Thank you for joining me in this journey. Para las familias del salón Arcoíris. Gracias por su confianza. To the children in the Jewish Community Center, Puerto Rico For making me question and wonder about the complexities of teaching and learning. May you all grow with deep understandings about yourselves and the world. 7 TABLE OF CONTENTS LIST OF FIGURES AND TABLES .............................................................................. 10 ABSTRACT ..................................................................................................................... 11 CHAPTER 1: INTRODUCTION .................................................................................. 13 CREATE: Background of the Study ......................................................................... 15 Cultural Community Story Boxes ............................................................................. 18 Introduction to the Study ........................................................................................... 21 Theoretical Framework of the Study ........................................................................ 23 Education as Inquiry .................................................................................................. 24 Transactional Theory and Play as Response ............................................................. 35 Play as Response ....................................................................................................... 43 Intercultural Competence-Towards Intercultural Understandings ............................ 49 Overview of Dissertation ............................................................................................ 66 CHAPTER 2: METHODOLOGY ................................................................................ 68 The Research Design: Why Teacher Research?....................................................... 68 Research Context......................................................................................................... 70 Sonora Head Start: The Setting ................................................................................. 70 Arcoíris Classroom: The Participants ........................................................................ 72 Ecology of the Classroom.......................................................................................... 77 One Day in the Arcoíris Classroom ........................................................................... 79 The Global Curriculum .............................................................................................. 83 Developing the Curriculum: Purpose, Central Theme and Resources ...................... 84 Integrating the Global Curriculum into Existing Classroom Routines ...................... 87 Preschoolers Exploring Maps .................................................................................... 88 Shared Inquiry: Shoes ................................................................................................ 89 Shared Inquiry: Connecting with Families (Visiting Families)................................. 92 Shared Inquiry: Countries within East Africa (Houses, Homes, and Schools) ......... 93 Shared Inquiry: Countries within East Africa (Caring for Babies) ........................... 96
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