This article shows how two Latina bilingual teachers provided opportunities for their Latinx students from immigrant families to enact their agency in a highly regulated Head Start bilingual preschool classroom in ways that aligned with culturally sustaining pedagogy. Using video-cued ethnography and data from the Blinded Study, the authors center three- and four-year-old children who engaged in a collaborative, dynamic make-believe game involving a struggle between family members and los policías (“the police”). Using traditional qualitative methods, the authors first identify and name all the different ways in which the children enacted their agency and demonstrated capabilities in their play, particularly the cultural capabilities that challenge deficit discourses about Latinx immigrant communities. They contextualize the children’s play using teacher interview data in which the teachers explained their thinking behind the pedagogical decisions that made this type of learning and play possible. Finally, the authors explore how the teachers’ identities and histories positioned them to engage with their students in culturally sustaining ways. It is argued that with the growing global awakening to white supremacy structures and violence, there is urgency in creating time and space to support young children’s agency and their right to practice the skills they need to contribute to their communities’ well-being and survival now and in the future.

本文展示了两位拉丁裔双语教师如何为他们的来自移民家庭的拉丁裔学生提供机会，让他们在高度规范的启蒙双语学前班课堂中以符合文化持续性教学法的方式发挥他们的作用。作者使用视频提示的民族志和盲人研究的数据，将三岁和四岁的孩子放在一起，他们参与了一个涉及家庭成员和los policías之间斗争的协作、动态的虚构游戏（“警察”）。使用传统的定性方法，作者首先确定并命名了孩子们在游戏中发挥他们的能动性和展示能力的所有不同方式，特别是挑战关于拉丁裔移民社区的赤字话语的文化能力。他们使用教师访谈数据将孩子们的游戏情境化，其中教师解释了他们在教学决策背后的想法，使这种类型的学习和游戏成为可能。最后，作者探讨了教师的身份和历史如何使他们能够以文化持续的方式与学生互动。有人认为，随着全球对白人至上结构和暴力的日益觉醒，