Transforming Early Years Policy in the U.S. : A Call to Action (Early Childhood Education Series) / Nagasawa, Mark K. (EDT)/ Peters, Lacey (EDT)/ Bloch, Marianne N. (EDT)

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Transforming Early Years Policy in the U.S. : A Call to Action (Early Childhood Education Series)

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Transforming Early Years Policy in the U.S. : A Call to Action (Early Childhood Education Series)

Nagasawa, Mark K. (EDT)/ Peters, Lacey (EDT)/ Bloch, Marianne N. (EDT)

ウェブストア価格 ¥9,240（本体¥8,400）
Teachers' College Press（2023/02発売）
外貨定価 US$ 44.95
ポイント 84pt

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製本 Paperback:紙装版/ペーパーバック版／ページ数 224 p.
言語 ENG
商品コード 9780807768143
DDC分類 379.73

Full Description

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.

Contents (Tentative)
Foreword
Mariana Souto-Manning
Acknowledgments
Introduction
Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
Part I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY
1. In This Moment . . . We Are Essential
Lucinda Heimer
2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System
Louis Hamlyn-Harris
3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations
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
Ashley J. May
5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools
Kerry-Ann Escayg and Flóra Faragó
6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years
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
Barbara Milner
8. Felt (In)equities: The Status of Infant-Toddler Teachers
Emmanuelle N. Fincham
9. Recognizing the Birth to Three Workforce as Educators
Emily Sharrock and Annie Schaeffing
Part IV: DE/PROFESSIONALIZATION
10. Grounding Educators' Experiences, Perspectives, and Intellect in De/Professionalization Debates
Lea J. E. Austin
11. Toward Equity in Professionalization Through Community and Coalition Building
Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole
12. Toward Professionalization BY the People
Betzaida Vera-Heredia
Part V: SUPPORTING THRIVING TEACHERS
13. Don't Train Me to Serve! Supporting Thriving Teachers Through Identity Development
Vanessa Rodriguez
14. "I Want to Be Treated Like I'm Valuable": Advocating for Teachers' Humanity
Abbi Kruse
15. Talking the Talk, Walking the Walk With Teachers
Lorraine Falchi and Cristina Medellin
Part VI: Whose Standards?
16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children
Alexandra Figueras-Daniel and Stephanie M. Curenton
17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both/And Approach
Margarita G. Ruiz Guerrero and Carolyn Brennan
18. "John Adams Didn't Own Slaves": Culturally Affirming Standards, Assessments, and Curriculum
Evandra Catherin
Part VII: HONORING COMMUNITY CULTURAL WEALTH
19. Elevating the Cultural Wealth in Communities of Color: The RICHER Framework-Intersectionality Between Race and Place
Iheoma U. Iruka
20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives
Jaclyn Vasquez and Mark Nagasawa
21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike
Eva Ruiz and Rafa Pérez-Segura
22. Sustaining Our Futures Through Expanded Relations
Anna Lees
23. Now What? Our Call to Collective Action
Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
Index
About the Editors
About the Contributors