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Reconceptualizing Quality Early Care and Education with Equity at the Center. Occasional Paper Series 51

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Title: Reconceptualizing Quality Early Care and Education with Equity at the Center. Occasional Paper Series 51
Language: English
Authors: Mark Nagasawa, Cristina Medellin-Paz, Helen Frazier, Contributor, Virginia Dearani, Contributor, Charis-Ann Sole, Contributor, M. Nalani Mattox-Primacio, Contributor, Shin Ae Han, Contributor, Soyoung Park, Contributor, Sunmin Lee, Contributor, Nnenna Odim, Contributor, Jennifer Keys Adair, Contributor, Angie Zapata, Contributor, Mary Adu-Gyamfi, Contributor, Adrianna González Ybarra, Contributor, Seung Eun McDevitt, Contributor, Louella Sween, Contributor, Vanessa Rodriguez, Contributor, Bank Street College of Education
Source: Bank Street College of Education. 2024.
Availability: Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail: collegepubs@bankstreet.edu; Web site: http://www.bankstreet.edu
Peer Reviewed: Y
Page Count: 100
Publication Date: 2024
Document Type: Collected Works - General
Education Level: Early Childhood Education
Higher Education
Postsecondary Education
Descriptors: Early Childhood Education, Child Care, Equal Education, Teaching Methods, Educational Quality, Young Children, Multilingualism, Partnerships in Education, Universities, Early Childhood Teachers, Immigrants, Females, Minority Groups, Urban Education, Teacher Effectiveness, Hispanic Americans, African Americans, Indigenous Populations, Hawaiians
Geographic Terms: Hawaii
Abstract: Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED655928
Database: ERIC
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  Data: Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Child Care
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      – SubjectFull: Equal Education
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