This article offers theoretical and practical strategies for engaging families, communities, and young children in culturally relevant and responsive early literacies. The authors highlight findings from data collected in their own classrooms and with families and communities for the Professional Dyads in Culturally Relevant (PDCRT) teaching project,[1] a collaborative research partnership (2013-2015) between teacher educator-teacher dads [2] aimed at generating, investigating, and documenting culturally relevant/responsive practices for early childhood contexts.
[1]The PDCRT was initiated by Affirmative Action Committee of the Early Childhood Education Assembly of the National Council of Teachers of English (NCTE).
[2]University-School Partner
