Overview

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.

Full Product Details

Author:   Mark K. Nagasawa ,  Lacey Peters ,  Marianne N. Bloch ,  Beth Blue Swadener
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Weight:   0.363kg
ISBN:  

9780807768150

ISBN 10:   0807768154
Pages:   224
Publication Date:   28 February 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"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"

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Author Information

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.

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