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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 U.S. 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.
This second edition of Reconceptualizing Early Childhood Education
and Care-A Reader: Critical Questions, New Imaginaries & Social
Activism is a foundational text that presents contemporary
theories, debates and political concerns regarding early education
and child care around the globe. Chapter authors are leading
contributors in discussions about critical early childhood studies
over the past twenty-five years. The volume editors of
Reconceptualizing Early Childhood Education and Care are long-time
scholars in the reconceptualizing early childhood movement.
Audiences include students in graduate courses focused on early
childhood, early years, and primary education, critical childhood
studies, critical curriculum studies and critical
theories/perspectives.
Reconceptualizing Early Childhood Care and Education is a
foundational text, which presents contemporary theories and debates
about early education and child care in many nations. The authors
selected are leading contributors in discussions about critical
early childhood studies over the past twenty years; the editors are
long-time scholars in the reconceptualizing early childhood
movement. Audiences include students in graduate courses focused on
early childhood and primary education, critical cultural studies of
childhood, critical curriculum studies and critical theories that
have been contested and debated and drawn from over the course of
two decades. The book is filled with recent scholarship by leading
authors in the reconceptualization and rethinking of childhood
studies and early childhood fields, who discuss foundational
debates, new imaginaries in theory and practice and activist
scholarship. A must-read for graduate students and professionals
interested in beginning or continuing critical interrogations of
current early childhood policy and reforms globally.
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 U.S. 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.
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