This entry addresses ways (pre)school leaders can support teachers' authentic engagement with families and communities, honoring the unique expertise of culturally, linguistically, and racially diverse students, their families, and communities. Key recommendations are drawn from research informed by critical and sociocultural approaches. Recommendations highlight ways to position the strengths of cultural and linguistic practices in immigrant households centrally in (pre)school policies and practices. They help us envision ways in which (pre)school leadership can be (re)conceptualized to support teaching and learning in ways that result in high expectations, cultural competence, and critical consciousness. Recommended leadership practices include employing culturally relevant leadership and (re)positioning family and community members as worthy and essential partners. Policy and pedagogical implications include developing an equity‐ and excellence‐based participatory school philosophy; embracing the notion of respeto by utilizing assets inventories, bilingual programming, and home visits; and employing shared leadership that empowers immigrant parents and families.

In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys—deemed to be “at-risk” or “struggling readers”—were not knowledgeable of prevalent school discourses and interactional sequences, they had sophisticated linguistic understandings and knowledgeable communicative practices. Yet, “good” and “successful” literate subjects were defined according to how well a child’s literacy behaviors aligned with school norms and expectations. Implications highlight the need to recognize and challenge gender-specific and behavioral norms that continue to disadvantage boys whose literacy practices do not mirror normative expectations.

This study examines social narratives of Korean immigrant families with their young children focusing on how Korean immigrant families describe themselves based on their ethnic community experiences. This study helps uncover their dynamic identities as a Korean, which cannot be bound by a single level of racial identity development. The findings indicate that the parents repeatedly expressed strong resistance against certain stereotypes attributed to their ethnic group, problematizing such stereotypes and critically consciously setting themselves apart, different from the label of "Typical Korean," whereas the children showed a firm and positive perspective toward their ethnic and sociocultural identity as either Korean or Korean American. Findings suggest that immigrant parents may pay more careful attention building strong and healthy communities where children can develop a positive sense of identity. This study also sheds light on diverse aspects that have not yet been emphasized in the research on how the Korean families negotiate their identities and communities while living as immigrants.

This study of South Korea's response to COVID-19 has three purposes. First, it uses document analysis to examine policies, strategies, and resources offered by the South Korean government and public organizations to support young children and families during the first 6 months of the pandemic. Next, it uses open-ended surveys with 30 directors of early childhood institutions to explore institutional-level supports and needs during the pandemic. Finally, it looks at the discrepancies between stated policies outlining the South Korea's response to COVID-19 and the lived experiences of early childhood educators as a route to arriving at recommendations for education policymakers and other stakeholders. To that end, we reviewed government documents (n = 84) containing early childhood education-related responses to Covid-19 established by the Ministry of Education, the Ministry of Health and Welfare, and other relevant government sectors. An online survey with 17 kindergarten and 13 child care center directors was also analyzed. Using content analysis, the findings revealed that the government's policies and guidance for Early Childhood Education and Care (ECEC) as well as the institutional supports for children and families were overall comprehensive in its scope. The analysis, based on the five tenets of the Whole Child approach, also indicated that the government's policy responses and services for ECEC focused mainly on the 'Safe' and 'Supported' tenets, while 'Challenged' was given the least amount of consideration. The survey responses demonstrated different measures taken by kindergartens and child care centers highlighting the separate nature of 'education' and 'care' in South Korea, while also indicating limited resources for supporting children's psychological well-being and for children and families in need. This overview provides a foundation for further discussion and research on the impact of Covid-19 on ECEC in South Korea and beyond.

Few recent reports have indicated that Mycobacterium massiliense causes various infections including respiratory infection. However, there is scarce information on the clinical significance, natural history of the infection, and therapeutic strategy. This report describes a case of an immunocompetent old man infected by M. massiliense that causes acute respiratory failure. In light of the general courses of non-tuberculous mycobacterium infections, rapid progression and fatality are very rare and odd. In addition, we discuss the biological and pathological properties of M. massiliense with the review of cases reported previously including our fatal one.