ABSTRACT
This research investigates sense of place and the role of artistic practice in creative exploration of biculturalism by immigrant preschool teachers and their immigrant students and families. The project is positioned at the intersection of three diverse fields: art, early childhood education and multiculturalism. It challenges the normative early childhood practices founded in the dominant discourse of Developmentally Appropriate Practices (DAP) (NAEYC, 2009). Ideas of subjectivity and relationality that differ from established notions of early childhood education and its associated assumptions are theorized through Deleuzo-Guattarian concepts of affect and assemblage. Cross-cultural rejuvenation within the institution of preschool education, for immigrant stakeholders and the larger community, is an important outcome.
