Pub Date : 2023-05-17DOI: 10.1177/14639491231172206
J. Pesonen, Satu Valkonen
Neo-liberal values affect early childhood education through the production of specific teacher subjectivities. These subjectivities are connected not only to the logic of competition, but also to competing definitions of worth, trust and values, as demonstrated by data. Neo-liberal values of accountability are also intertwined with the traditional discourse of child-centred learning. This study contributes to research concerning early childhood education and care staff’s professionalism by focusing on the effects of the commercialization of early childhood education and care teachers’ understanding of their work. With survey data (161 responses) collected from the five largest municipalities in Finland, the authors examine the reasoning that early childhood education and care staff provide for choosing commercial as well as non-commercial digital applications, licensed programmes and ready-made learning materials. The research is highly topical since the number of innovations targeted at early childhood education and care is increasing. Digitalization opens new ways for the privatization and marketization of education by introducing appealing commercially produced programmes and materials. In this study, the authors show how the advertising of these innovations as providing ‘easy solutions’ to improve either children's learning or early childhood education and care practitioners’ working time has become a discourse through which teachers and other staff members evaluate their work and their professionalism. In addition, the authors suggest that Finnish early childhood education and care practitioners seem to have internalized the pressure to enhance efficiency and accountability in early childhood education and care.
{"title":"Governing education, governing early childhood education and care practitioners’ profession?","authors":"J. Pesonen, Satu Valkonen","doi":"10.1177/14639491231172206","DOIUrl":"https://doi.org/10.1177/14639491231172206","url":null,"abstract":"Neo-liberal values affect early childhood education through the production of specific teacher subjectivities. These subjectivities are connected not only to the logic of competition, but also to competing definitions of worth, trust and values, as demonstrated by data. Neo-liberal values of accountability are also intertwined with the traditional discourse of child-centred learning. This study contributes to research concerning early childhood education and care staff’s professionalism by focusing on the effects of the commercialization of early childhood education and care teachers’ understanding of their work. With survey data (161 responses) collected from the five largest municipalities in Finland, the authors examine the reasoning that early childhood education and care staff provide for choosing commercial as well as non-commercial digital applications, licensed programmes and ready-made learning materials. The research is highly topical since the number of innovations targeted at early childhood education and care is increasing. Digitalization opens new ways for the privatization and marketization of education by introducing appealing commercially produced programmes and materials. In this study, the authors show how the advertising of these innovations as providing ‘easy solutions’ to improve either children's learning or early childhood education and care practitioners’ working time has become a discourse through which teachers and other staff members evaluate their work and their professionalism. In addition, the authors suggest that Finnish early childhood education and care practitioners seem to have internalized the pressure to enhance efficiency and accountability in early childhood education and care.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1177/14639491231164129
I. M. Escamilla, Iliana Alanis, Daniel R. Meier
This article focuses on elements of successful sociocultural inclusion and linguistic participation in a bilingual dual-language preschool for Latinx children. It presents a subset of findings from a three-year qualitative research project in which Latinx critical race theory and a translanguaging framework were used to illuminate critical intersections between children's funds of knowledge, their translanguaging talents, and their interests in play and social interaction. Learning Stories served as both the focus for documentation and the unit of analysis for understanding children's translanguaging experiences, as well as for promoting new forms of authentic assessment for family engagement.
{"title":"Translanguaging and Learning Stories in preschool: Supporting language rights and social justice for Latinx children, families, and educators","authors":"I. M. Escamilla, Iliana Alanis, Daniel R. Meier","doi":"10.1177/14639491231164129","DOIUrl":"https://doi.org/10.1177/14639491231164129","url":null,"abstract":"This article focuses on elements of successful sociocultural inclusion and linguistic participation in a bilingual dual-language preschool for Latinx children. It presents a subset of findings from a three-year qualitative research project in which Latinx critical race theory and a translanguaging framework were used to illuminate critical intersections between children's funds of knowledge, their translanguaging talents, and their interests in play and social interaction. Learning Stories served as both the focus for documentation and the unit of analysis for understanding children's translanguaging experiences, as well as for promoting new forms of authentic assessment for family engagement.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46586457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1177/14639491231166483
T. Swindle
This perspective highlights the experiences and observations of an early care and education researcher reentering the field after the lifting of COVID-19 restrictions in the USA. Specifically, this perspective highlights the struggles of children, teachers, early care and education leaders, and the system itself as early care and education attempts to return to normal post COVID-19. Children exhibit behavioral, social, cognitive, and physical challenges. Teachers are burned out from grueling cleaning and safety protocols and caring for children who have missed the benefits of early care and education socialization during the pandemic. Leaders are struggling to keep a stable workforce and fill many roles in the childcare site. This perspective details firsthand experiences and recent relevant literature to describe these struggles.
{"title":"Early care and education after COVID-19: A perspective","authors":"T. Swindle","doi":"10.1177/14639491231166483","DOIUrl":"https://doi.org/10.1177/14639491231166483","url":null,"abstract":"This perspective highlights the experiences and observations of an early care and education researcher reentering the field after the lifting of COVID-19 restrictions in the USA. Specifically, this perspective highlights the struggles of children, teachers, early care and education leaders, and the system itself as early care and education attempts to return to normal post COVID-19. Children exhibit behavioral, social, cognitive, and physical challenges. Teachers are burned out from grueling cleaning and safety protocols and caring for children who have missed the benefits of early care and education socialization during the pandemic. Leaders are struggling to keep a stable workforce and fill many roles in the childcare site. This perspective details firsthand experiences and recent relevant literature to describe these struggles.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44003714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1177/14639491231169762
Soojin Oh Park
One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms—which pathologize dual language learners as problems to be remediated rather than assets to be developed—have largely ignored the priorities and experiences of young multilingual learners and their families. This historical omission of centering dual language learners in research, policy, and practice is unjust and has contributed to marginalization, homogenization, and linguistic erasure. Asian Americans, the second-largest group of dual language learners and the fastest-growing racial group in the USA, have remained an underexplored group of emergent bilinguals across early childhood research, practice, and policy. Thus, this article draws on the multilingual expertise of Asian American families of young dual language learners to portray how parents construct and navigate multiple knowledges, beliefs, and pedagogies of cultivating their children's dual language and literacy development. The key findings present a justice-centered framework that conceptualizes three cultivating practices across diverse spaces, borders, and time. Counterstories of planting, pollinating, and pruning position Asian immigrant parents as agentic gardeners of bilingualism and biliteracy, and interrogate the deficit paradigms that are too often placed on dual language learners to fit the narrow, monocultural, and monolingual definitions of school readiness. Centering Asian American families in generating theory and future research directions, this article envisions the future potentiality of early childhood education in pursuit of equity and transformative justice.
{"title":"Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy","authors":"Soojin Oh Park","doi":"10.1177/14639491231169762","DOIUrl":"https://doi.org/10.1177/14639491231169762","url":null,"abstract":"One in three children enrolled in US early childhood programs is a dual language learner. While dual language learners have been the target of sweeping educational reforms under the guise of justice, these reforms—which pathologize dual language learners as problems to be remediated rather than assets to be developed—have largely ignored the priorities and experiences of young multilingual learners and their families. This historical omission of centering dual language learners in research, policy, and practice is unjust and has contributed to marginalization, homogenization, and linguistic erasure. Asian Americans, the second-largest group of dual language learners and the fastest-growing racial group in the USA, have remained an underexplored group of emergent bilinguals across early childhood research, practice, and policy. Thus, this article draws on the multilingual expertise of Asian American families of young dual language learners to portray how parents construct and navigate multiple knowledges, beliefs, and pedagogies of cultivating their children's dual language and literacy development. The key findings present a justice-centered framework that conceptualizes three cultivating practices across diverse spaces, borders, and time. Counterstories of planting, pollinating, and pruning position Asian immigrant parents as agentic gardeners of bilingualism and biliteracy, and interrogate the deficit paradigms that are too often placed on dual language learners to fit the narrow, monocultural, and monolingual definitions of school readiness. Centering Asian American families in generating theory and future research directions, this article envisions the future potentiality of early childhood education in pursuit of equity and transformative justice.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"97 - 123"},"PeriodicalIF":1.2,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42898781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/14639491231166487
J. O’Connor, Olga Fotakopoulou, K. Johnston, S. Kewalramani, S. Ludgate
This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about what to watch, and to explore the extent of their comprehension of the constructed, ‘unreal’ nature that characterises a large proportion of these videos, particularly those presented by children (micro-celebrities). Using child-centred methodologies, the research was carried out by parent-researchers, and the findings were analysed and interpreted using elements of Baudrillard's theory of hyperreality. The study found that the children selected videos for a variety of reasons, including those related to their ‘real-life’ interests, and were largely able to discern between the real and the hyperreal in videos by drawing on existing frames of reference and applying their developing knowledge and understanding of the world. The article provides insights into young children’s experiences, understandings and preferences around using YouTube and YouTube Kids, and extends Baudrillard’s perspectives on the hyperreal from postmodernism into a post-digital conceptual realm.
{"title":"Resisting hyperreality? Talking to young children about YouTube and YouTube Kids","authors":"J. O’Connor, Olga Fotakopoulou, K. Johnston, S. Kewalramani, S. Ludgate","doi":"10.1177/14639491231166487","DOIUrl":"https://doi.org/10.1177/14639491231166487","url":null,"abstract":"This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about what to watch, and to explore the extent of their comprehension of the constructed, ‘unreal’ nature that characterises a large proportion of these videos, particularly those presented by children (micro-celebrities). Using child-centred methodologies, the research was carried out by parent-researchers, and the findings were analysed and interpreted using elements of Baudrillard's theory of hyperreality. The study found that the children selected videos for a variety of reasons, including those related to their ‘real-life’ interests, and were largely able to discern between the real and the hyperreal in videos by drawing on existing frames of reference and applying their developing knowledge and understanding of the world. The article provides insights into young children’s experiences, understandings and preferences around using YouTube and YouTube Kids, and extends Baudrillard’s perspectives on the hyperreal from postmodernism into a post-digital conceptual realm.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/14639491231168942
M. Sakr
There is a growing body of literature on leadership and leadership development across the early years sector. Early years leadership research has so far tended to focus on positional leadership demonstrated by setting managers or preschool room leaders. There is a notable gap in the understanding of the role of the baby room leader, leading practice for children from birth to two, and how leadership can be developed in this specific context. Drawing on a design workshop with baby room leaders and nursery managers, as well as five follow-up semi-structured interviews with baby room leaders, this article offers an insight into the role of the baby room leader, with a particular focus on everyday advocacy. It presents four advocacy themes in baby room leadership: (1) highlighting and understanding the impact of baby room practice; (2) sharing a passion for working with babies; (3) advocating professional development specific to the baby room; and (4) challenging the discourses and stereotypes surrounding those who work in the baby room. These themes represent both current realities in baby room leadership and opportunities for future development and mobilisation.
{"title":"The everyday advocacy work of the baby room leader","authors":"M. Sakr","doi":"10.1177/14639491231168942","DOIUrl":"https://doi.org/10.1177/14639491231168942","url":null,"abstract":"There is a growing body of literature on leadership and leadership development across the early years sector. Early years leadership research has so far tended to focus on positional leadership demonstrated by setting managers or preschool room leaders. There is a notable gap in the understanding of the role of the baby room leader, leading practice for children from birth to two, and how leadership can be developed in this specific context. Drawing on a design workshop with baby room leaders and nursery managers, as well as five follow-up semi-structured interviews with baby room leaders, this article offers an insight into the role of the baby room leader, with a particular focus on everyday advocacy. It presents four advocacy themes in baby room leadership: (1) highlighting and understanding the impact of baby room practice; (2) sharing a passion for working with babies; (3) advocating professional development specific to the baby room; and (4) challenging the discourses and stereotypes surrounding those who work in the baby room. These themes represent both current realities in baby room leadership and opportunities for future development and mobilisation.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a collective—of early childhood educators, motherscholars, and community workers—realizing that there is more expertise and possibilities for change from the collective than any one person alone. This article shares how ethnic studies and abolition gave the authors the language and concepts to put their dreams of humanizing learning experiences for young children into action. They describe key concepts and examples of how abolition and ethnic studies can serve as methodological frameworks to attend to the survivance of young children and communities of color.
{"title":"Abolition and ethnic studies in early care and education","authors":"Cathery Yeh, Ruchi Agarwal-Rangnath, Alejandra Albarran Moses","doi":"10.1177/14639491231165291","DOIUrl":"https://doi.org/10.1177/14639491231165291","url":null,"abstract":"The authors enter this conversation on equity, inclusion, and belonging in early care and education with abolition and ethnic studies as necessary standpoints that must be embodied to build what the world can and should be for its youngest inhabitants. Early care and education systems have been marked by damaging practices, pathologizing portrayals, and carceral pedagogies, which demand radical reimagining. The authors offer this writing as a collective—of early childhood educators, motherscholars, and community workers—realizing that there is more expertise and possibilities for change from the collective than any one person alone. This article shares how ethnic studies and abolition gave the authors the language and concepts to put their dreams of humanizing learning experiences for young children into action. They describe key concepts and examples of how abolition and ethnic studies can serve as methodological frameworks to attend to the survivance of young children and communities of color.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"208 - 225"},"PeriodicalIF":1.2,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1177/14639491231169813
Jennifer J. Chen, Jasmine C Lin
Advances in artificial intelligence (AI) over the last few decades are transforming the world, pervading nearly all sectors of society, including education, and many aspects of life. In the education discourse, interest in artificial intelligence has sparked various reactions and controversies—everything from appreciation for AI's capabilities to make teaching and student learning more efficient and effective to apprehension about their potential overuse and misuse. In this article, the authors discuss how artificial intelligence is a double-edged sword in early childhood education by presenting some of its positive effects (personalized learning, personalized interactive support, and increased accessibility to broadened learning experiences) and negative effects (overuse and misuse). Considering that young children are growing up in a nearly AI-ubiquitous world and are likely exposed to AI-powered tools, the authors propose applying the POWER (purposeful, optimal, wise, ethical, responsible) principles to maximize the benefits and minimize the drawbacks of AI use. Additionally, the authors recommend the integration of the POWER principles into AI literacy as an imperative for promoting the appropriate use of AI-powered tools.
{"title":"Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects","authors":"Jennifer J. Chen, Jasmine C Lin","doi":"10.1177/14639491231169813","DOIUrl":"https://doi.org/10.1177/14639491231169813","url":null,"abstract":"Advances in artificial intelligence (AI) over the last few decades are transforming the world, pervading nearly all sectors of society, including education, and many aspects of life. In the education discourse, interest in artificial intelligence has sparked various reactions and controversies—everything from appreciation for AI's capabilities to make teaching and student learning more efficient and effective to apprehension about their potential overuse and misuse. In this article, the authors discuss how artificial intelligence is a double-edged sword in early childhood education by presenting some of its positive effects (personalized learning, personalized interactive support, and increased accessibility to broadened learning experiences) and negative effects (overuse and misuse). Considering that young children are growing up in a nearly AI-ubiquitous world and are likely exposed to AI-powered tools, the authors propose applying the POWER (purposeful, optimal, wise, ethical, responsible) principles to maximize the benefits and minimize the drawbacks of AI use. Additionally, the authors recommend the integration of the POWER principles into AI literacy as an imperative for promoting the appropriate use of AI-powered tools.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"1218 35","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41279031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1177/14639491231169814
Hoa Pham, J. Gaffney
Drawing on a Bakhtinian idea of unfinalizability and a semiotics lens of multimodality, the authors conceptualize children's everyday narratives as chains of living stories that emerge at home and in early childhood education settings. In this study, the authors interpret the living stories and emergent identities of Dylan, a five-year-old Vietnamese boy, in Aotearoa New Zealand. Two narrative chains of Dylan's living stories were selected to represent his intersecting and emergent identities around the significant event of the birth of his sibling, when he became the eldest brother. The findings will inspire early childhood educators and researchers to value learnings derived from stories and use the pedagogy of unfinalizability in their interactions with young children.
{"title":"Unfinalizability: An exploration of a young child’s emergent identities through living stories","authors":"Hoa Pham, J. Gaffney","doi":"10.1177/14639491231169814","DOIUrl":"https://doi.org/10.1177/14639491231169814","url":null,"abstract":"Drawing on a Bakhtinian idea of unfinalizability and a semiotics lens of multimodality, the authors conceptualize children's everyday narratives as chains of living stories that emerge at home and in early childhood education settings. In this study, the authors interpret the living stories and emergent identities of Dylan, a five-year-old Vietnamese boy, in Aotearoa New Zealand. Two narrative chains of Dylan's living stories were selected to represent his intersecting and emergent identities around the significant event of the birth of his sibling, when he became the eldest brother. The findings will inspire early childhood educators and researchers to value learnings derived from stories and use the pedagogy of unfinalizability in their interactions with young children.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1177/14639491231162314
Daniel E. Ferguson, Bessie P. Dernikos
Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-“science of reading” legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials.
{"title":"Reorienting curriculum materials as agents of restorative justice in early literacy classrooms","authors":"Daniel E. Ferguson, Bessie P. Dernikos","doi":"10.1177/14639491231162314","DOIUrl":"https://doi.org/10.1177/14639491231162314","url":null,"abstract":"Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-“science of reading” legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"24 1","pages":"163 - 175"},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45864897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：