000			04142cam a2200421 i 4500
003			OCoLC
005			20221109184903.0
008			180913s2019 enk b 001 0 eng d
011			_aDirect search result
011			_aMARC Score : 10450(21000) : OK
020			_a0367001381 _qhbk.)
020			_a9780367001384 _qhbk.)
035			_a(ATU)b26331044
035			_a(OCoLC)1064915673
040			_aUKMGB _beng _erda _cUKMGB _dOCLCO _dOCLCF _dLTSCA _dATU
050		4	_aLB1139.25 _b.E365 2019
082	0	4	_a372.210973 _223
099			_a372.210973 EAR
245	0	0	_aEarly childhood education in the United States : _bcontemporary and critical perspectives / _cedited by Dinah Volk, Liz Brooker, Pamela Oberhuemer and Rod Parker-Rees.
264		1	_aLondon : _bRoutledge, _c2019.
300			_aix, 126 pages ; _c25 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: Join us in a ‘space of dialogue and human action’ -- Multiple pathways to whiteness: white teachers’ unsteady racial identities -- Learning with immigrant children, families and communities: the imperative of early childhood teacher education -- Creating supportive and subversive spaces as professional dyads enact culturally relevant teaching -- Who gets to play? Access, popular media and participatory literacies -- Latinx popular culture imaginaries: examining Puerto Rican children’s social discourses in interpreting telenovelas -- Investing in high quality preschool: lessons from an urban setting -- Pulling preK into a K-12 orbit: the evolution of preK in the age of standards.
520			_aEarly Childhood Education in the United States is rife with contradictions, critique and innovation. It is a time when a status quo - characterized by systemic, historic discrimination; teacher de-professionalization; 'teaching to the test'; and attacks on funding - is challenged by new technologies, new literacies and transformative and critical perspectives and practices that defy assumptions and biases to create cutting-edge, diverse instantiations of Early Childhood Education for children, families, and teachers.This volume, based on a special issue of the Early Years journal written in 2016 before the new administration announced its policies, aims to generate conversations about developments in Early Childhood Education, situated within classist/racist/linguicist and neoliberal contexts, and to analyze critically where we are, where we might go and what we might do. It is also an opportunity to share counter-narratives to the dominant narratives promulgated by many, convinced that narrow, destructive norms of appropriate practice, standards, and accountability, as well as the curtailed achievement of children of Color, those from low income communities, and emergent bilinguals are `common sense'. These counter-narratives - some about transformational projects that have generated innovative perspectives and practices, and some detailing critical analyses and projects that go beyond to explore issues of power - contest education that disprivileges some children and families while advocating education that is child- and family-centered, culturally relevant and sustaining, equitable and democratic. Our hope is that this work creates a 'space of dialogue and human action' needed even more urgently today. This book was originally published as a special issue of the Early Years journal.
650		0	_aEarly childhood education _zUnited States _9586114
650		0	_aEarly childhood education _xGovernment policy _zUnited States _9757261
700	1		_aVolk, Dinah, _eeditor. _91033404
700	1		_aBrooker, Liz, _d1946- _eeditor. _9248929
700	1		_aOberhuemer, Pamela, _eeditor. _9945045
700	1		_aParker-Rees, Rod, _eeditor. _9272791
907			_a.b26331044 _b06-09-21 _c18-01-19
942			_cB
945			_a372.210973 EAR _g1 _iA533634B _j0 _lnmain _o- _p$211.40 _q- _r- _s- _t0 _u2 _v2 _w1 _x1 _y.i13630519 _z27-03-19
998			_a(2)b _a(2)n _b23-01-19 _cm _da _feng _genk _h0
999			_c1493823 _d1493823