Transforming Early Years Policy in the U.S.
Teachers' College Press (Verlag)
978-0-8077-6814-3 (ISBN)
This timely collection provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States: fragmented policy systems; broad disregard for early years professionals exemplified by low pay; standards that fail to increase equity; and overlooking the role community contexts plays in producing or ameliorating social inequalities among children. Contributors draw upon their deep personal experiences with these issues as educators, scholars, and advocates to advance practice-based recommendations for how the nation’s inequitable systems can be transformed. Their call to collective action is supported by an accessible and powerful advocacy toolkit that will grow with readers over time and with practice. The text centers the perspectives of Black, Indigenous, and other People of Color, with a clear focus on the effects of systemic racism, ageism, sexism, classism, and associated oppressions on early years policies and programs in the United States.
Book Features:
Concise essays that acknowledge the demands on contemporary readers’ time.
Authors that represent a cross section of educators, advocates, researchers, and leaders who are in dialogue with each other.
Personal stories that illustrate how policies and systems affect people, making an urgent case for transforming early care and education policies.
A call for action that includes tools for linking personal reflection to collective action.
Mark K. Nagasawa is director of the Straus Center for Young Children & Families at Bank Street College of Education. Lacey Peters is an assistant professor and graduate program co-coordinator for early childhood care and education at Hunter College, City University of New York. Marianne N. Bloch is professor emerita in the Departments of Curriculum and Instruction and Gender and Women's Studies at the University of Wisconsin–Madison. Beth Blue Swadener is professor emerita of justice studies and of social and cultural pedagogy in the School of Social Transformation at Arizona State University.
Contents
Foreword Mariana Souto-Manning ix
Acknowledgments xiii
Introduction 1
Mark K. Nagasawa, Lacey Peters, Marianne N. Bloch, and Beth Blue Swadener
Part I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY
1. In This Moment . . . We Are Essential 11
Lucinda Heimer
2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System 19
Louis Hamlyn-Harris
3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations 25
Jacqueline Jones
Part II: CENTERING ANTI-RACISM IN EARLY YEARS CONTEXTS
4. Constellations of Care: Black Kith and Kin Home/ Place-Making Beyond the State Gaze 33
Ashley J. May
5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools 39
Kerry-Ann Escayg and Flora Farago
6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years 47
Chrishana M. Lloyd and Julianna Carlson
Part III: FELT IN/EQUITIES IN THE EARLY YEARS: INFANT/TODDLER CARE AND EDUCATION
7. Felt In/equities: The Status of Infant/Toddler Care 57
Barbara Milner
8. Felt In/equities: The Status of Infant/Toddler Teachers 63
Emmanuelle N. Fincham
9. Recognizing the Birth-to-3 Workforce as Educators 69
Emily Sharrock and Annie Schaeffing
Part IV: DE/PROFESSIONALIZATION
10. Grounding Educators’ Experiences, Perspectives, and Intellect in De/Professionalization Debates 77
Lea J. E. Austin
11. Toward Equity in Professionalization Through Community- and Coalition-Building 83
Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse Chiu, and Wendy Jo Cole
12. Toward Professionalization By the People 89
Betzaida Vera-Heredia
Part V: SUPPORTING THRIVING TEACHERS
13. Don’t Train Me to Serve! Supporting Thriving Teachers Through Identity Development 97
Vanessa Rodriguez
14. "I Want to Be Treated Like I’m Valuable": Advocating for Teachers’ Humanity 103
Abbi Kruse
15. Talking the Talk, Walking the Walk With Teachers 109
Lorraine Falchi and Cristina Medellin-Paz
Part VI: Whose Standards?
16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children 119
Alexandra Figueras-Daniel and Stephanie M. Curenton
17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both/And Approach 127
Margarita G. Ruiz Guerrero and Carolyn Brennan
18. "John Adams Didn’t Own Slaves": Culturally Affirming Standards, Assessments, and Curriculum 135
Evandra Catherine
Part VII: HONORING COMMUNITY CULTURAL WEALTH
19. Elevating the Cultural Wealth in Communities of Color: The R.I.C.H.E.R. Framework–Intersectionality Between Race and Place 143
Iheoma U. Iruka
20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives 151
Jaclyn Vasquez and Mark K. Nagasawa
21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike 157
Eva Ruiz and Rafael (Rafa) PŽrez-Segura
22. Sustaining Our Futures Through Expanded Relations 163
Anna Lees
Conclusion: Now What? Our Call to Collective Action 169
Mark K. Nagasawa, Lacey Peters, Marianne N. Bloch, and Beth Blue Swadener
Index 185
About the Editors 193
About the Contributors 195
| Erscheinungsdatum | 30.01.2023 |
|---|---|
| Reihe/Serie | Early Childhood Education Series |
| Mitarbeit |
Herausgeber (Serie): Nancy File |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 229 mm |
| Gewicht | 318 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 0-8077-6814-6 / 0807768146 |
| ISBN-13 | 978-0-8077-6814-3 / 9780807768143 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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