This one-year ethnographic study explored how immigrant and refugee women enrolled in an early childhood teacher education program constructed understandings of the authoritative discourse in their program in relation to their personal and cultural knowledges and beliefs. This article focuses on the participants’ processes of learning to speak and act as professionals as made visible in their play interactions with children in their field placement sites. Although these participants were expected to appropriate normative practices, they in fact dialogically authored their own hybridized professional identities informed by their own understandings and the authoritative discourse.

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