Literaturnachweis - Detailanzeige
| Sonst. Personen | Nagasawa, Mark K. (Hrsg.); Peters, Lacey (Hrsg.); Bloch, Marianne N. (Hrsg.); Swadener, Beth Blue (Hrsg.) |
|---|---|
| Titel | Transforming early years policy in the U.S. A call to action. |
| Quelle | New York, NY: Teachers College Press (2023), XIII, 202 S. |
| Reihe | Early childhood education series |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780807768143 (Taschenbuch); 9780807768150 (gebundene Ausgabe); 9780807781623 (E-Book) |
| Schlagwörter | USA; Early childhood education; United States; Minorities; Education (Early childhood); Early childhood teachers; Educational change; Bildungstheorie; Bildungspraxis |
| Abstract | Introduction / Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener -- In this moment... we are essential / Lucinda Heimer -- One center, two programs : finding promise within a fragmented and unequal non-system / Louis Hamlyn-Harris -- Toward transforming fragmented and unequal early years systems-recommendations / Jacqueline Jones -- Constellations of care : Black kith and kin home/place making beyond the state gaze / Ashley J. May -- Proactive, not reactive : creating anti-racist policies for child care centers and preschools / Kerry-Ann Escayg and Flóra Faragó -- 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 -- Felt (in)equities : the status of infant-toddler care / Barbara Milner -- Felt (iIn)equities : the status of infant-toddler teachers / Emmanuelle N. Fincham -- Recognizing the birth to three workforce as educators / Emily Sharrock and Annie Schaeffing -- Grounding educators' experiences, perspectives, and intellect in de/professionalization debates / Lea J.E. Austin -- Toward equity in professionalization through community and coalition building / Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole -- Toward professionalization by the people / Betzaida Vera-Heredia -- Don't train me to serve! : supporting thriving teachers through identity development / Vanessa Rodriguez -- "I want to be treated like I'm valuable" : advocating for teachers' humanity / Abbi Kruse -- Talking the talk, walking the walk with teachers / Lorraine Falchi and Cristina Medellin -- Being held to whose standards? : considering the unique experiences of racially and ethnically diverse children / Alexandra Figueras-Daniel and Stephanie M. Curenton -- Using aesthetic approaches to meet and challenge the national standards : a both/and approach / Margarita G. Ruiz Guerrero and Carolyn Brennan -- "John Adams didn't own slaves" : culturally affirming standards, assessments, and curriculum / Evandra Catherin -- Elevating the cultural wealth in communities of color : the RICHER framework-intersectionality between race and place / Iheoma U. Iruka -- It really does take a village : why educators need to be involved in community initiatives / Jaclyn Vasquez and Mark Nagasawa -- Mi casita : how a school can exist to meet the needs of children and adults alike / Eva Ruiz and Rafa Pérez-Segura -- Sustaining our futures through expanded relations / Anna Lees -- Now what? : our call to collective action / Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener. "This accessible collection examines some of the most urgent policy issues facing early childhood care and education in the United States. Centering the perspectives of Black, Indigenous, and other People of Color, chapters advance practice-based recommendations for how the nation's inequitable systems can be transformed"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/2/05 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
