Abstract

Based on the perspectives of 22 Latina mothers with young children, this article describes how teachers can exercise critical agency through cultivating transformative relationships. The article conceptualizes critical teacher agency and relational pivots, and argues for understanding teacher agency as small, relational practices (between teacher and parent; teacher and student; and students), informed by sociocultural cultural models of teaching and learning. While the data come from Latina mothers with young children in early childhood education settings, the insights about critical teacher agency are relevant to K-12 teachers and teacher educators.  

Keywords: teacher agency, Latina mothers, family engagement

How to Cite:

Park, J. Y., (2025) “Critical Teacher Agency through Relational Pivots: Insights from Latina Mothers ”, International Journal of Critical Pedagogy 14(1). doi: https://doi.org//ijcp.1408