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Books > Social sciences > Education > Schools > Pre-school & kindergarten
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Understanding Early Years Inequality - Policy, assessment and young children's identities (Paperback, New)
Loot Price: R1,580
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Understanding Early Years Inequality - Policy, assessment and young children's identities (Paperback, New)
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Understanding Early Years Inequality uses critical sociological
perspectives to examine the impact of changing assessment policy on
primary school classrooms, with a particular focus on issues of
inequality. Drawing on accounts of life in early years classrooms,
Alice Bradbury suggests that a specific model of the 'good learner'
operates, and that this model works to exclude some groups of
students from positions of educational success. Key themes examined
throughout this book relate to: The relationship between assessment
policy and children's identities as learners; The complexity of
classroom life; The power of assessment to shape definitions of
'learning' and 'learners'; The impact of discourses of class, race,
religion and the 'inner city' on how children are assessed, and how
assumptions about inner city schools and low attainment can put
pressure on teachers to assess children in particular ways. In this
important text, the author argues that assessment policies can have
a huge impact on classrooms and teachers, as well as having
potentially damaging effects for young children, particularly those
from minoritised and economically disadvantaged backgrounds. The
book explores in detail the complex interaction of education
policies with discourses of attainment and expectation, and the
resulting reproduction of patterns of inequality. Understanding
Early Years Inequality will have an immediate impact on current
debates about educational policy and practice in Early Years
education, and will be of particular interest to academics and
students in educational studies, sociology of education, and early
childhood studies.
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