Research on teachers’ professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educational equity in a culturally and linguistically diverse early childhood classroom. The study reports on objects from the classroom of Valentina, a mid-career Latina preschool teacher in an urban context. Data sources were multiple observations of Valentina’s teaching, audio-recorded and transcribed interviews, lesson plans, and reflections on her practice. Employing a new materialist theoretical lens, analysis suggests that the micropolitics of classroom activity reflect inter/intra-actions with myriad tools (i.e., objects) with the agentic capacities to advance educational equity. Classroom objects were chiefly employed to promote student learning. Nonetheless, they were also repurposed, both by Valentina and by her students, in ways that highlighted the objects’ agentic capacities. Recommendations for future research on objects are provided.

中文翻译：

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平凡的对象对教育公平性的代理能力：文化多元的城市教室中物质纠缠的叙述

关于促进公平和社会正义的教师专业实践的研究通常集中在与这一目标相一致的教学方法或处置上。与实质性背景，工具或资源的交互如何也可以为实现此目的做出贡献的关注较少。本文报告了一项研究，该研究试图调查在文化和语言多样的幼儿教室中，物质资源如何用作促进社会变革和教育公平的手段。这项研究报告了城市环境中职业拉丁裔学龄前教师瓦伦蒂娜（Valentina）教室中的物体。数据来源是对瓦伦蒂娜的教学的多次观察，录音和转录的访谈，课程计划以及对她的实践的反思。运用新的唯物主义理论视角，分析表明，课堂活动的微观政治反映了与多种工具（即对象）之间的相互作用/相互作用，这些工​​具具有促进教育公平的代理能力。主要使用教室物品来促进学生的学习。尽管如此，瓦伦蒂娜（Valentina）和她的学生们也以强调对象的代理能力的方式重新利用了它们。提供了有关对象的未来研究的建议。