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Christine Massing, Needal Ghadi, Daniel Kikulwe & Katerina Nakutnyy. (2023) Refugee background families’ engagement in schooling across migration contexts: a community cultural wealth perspective. Diaspora, Indigenous, and Minority Education 0:0, pages 1-15.
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Martina Kampichler. (2023) Autonomous and responsible? Parental rationalities for their involvement in ECEC in the Czech Republic. Early Years 43:2, pages 380-394.
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Charlotte Löthman & Tünde Puskás. (2022) On the way towards integration? From monologic to dialogic encounters in Swedish rural preschools. European Early Childhood Education Research Journal 30:4, pages 529-542.
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Hailey R. Love, Sylvia N. Nyegenye, Courtney L. Wilt & Subini A. Annamma. (2021) Black families’ resistance to deficit positioning: addressing the paradox of black parent involvement. Race Ethnicity and Education 24:5, pages 637-653.
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Katja Zehbe. (2021) Dealing with transition in formal meetings of parents and pedagogic staff. European Early Childhood Education Research Journal 29:4, pages 569-581.
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Karoliina Purola & Arniika Kuusisto. (2021) Parental participation and connectedness through family social capital theory in the early childhood education community. Cogent Education 8:1.
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Helga Norheim & Thomas Moser. (2020) Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research. European Early Childhood Education Research Journal 28:6, pages 789-805.
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Andrea Khalfaoui, Rocío García-Carrión & Lourdes Villardón-Gallego. (2020) Bridging the gap: engaging Roma and migrant families in early childhood education through trust-based relationships. European Early Childhood Education Research Journal 28:5, pages 701-711.
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Yan Li, Jiacheng Li, Jochen Devlieghere & Michel Vandenbroeck. (2020) What parents and teachers say about their relationships in ECEC: a study in rural China. European Early Childhood Education Research Journal 28:3, pages 332-348.
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Anne Grethe Sønsthagen. (2020) Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders. European Early Childhood Education Research Journal 28:3, pages 304-318.
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Cecília Aguiar, Carla S. Silva, Rita Guerra, Ricardo B. Rodrigues, Luísa A. Ribeiro, Giulia Pastori & Paul Leseman. (2020) Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal 28:1, pages 58-76.
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Arianna Lazzari, Lucia Balduzzi, Katrien Van Laere, Caroline Boudry, Mateja Rezek & Angela Prodger. (2020) Sustaining warm and inclusive transitions across the early years: insights from the START project. European Early Childhood Education Research Journal 28:1, pages 43-57.
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Alicja R. Sadownik & Laurent Gabriel Ndijuye. Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care. European Early Childhood Education Research Journal 0:0, pages 1-13.
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