Reorienting Curriculum Materials as Agents of Restorative Justice in Early Literacy Classrooms
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| Title: | Reorienting Curriculum Materials as Agents of Restorative Justice in Early Literacy Classrooms |
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| Language: | English |
| Authors: | Ferguson, Daniel E. (ORCID |
| Source: | Contemporary Issues in Early Childhood. Jun 2023 24(2):163-175. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | Curriculum Development, Restorative Practices, Emergent Literacy, Early Childhood Teachers, Decision Making, Early Childhood Education, Student Rights, Teacher Rights, Instructional Materials, Racism, Parent Attitudes, Media Selection |
| DOI: | 10.1177/14639491231162314 |
| ISSN: | 1463-9491 |
| Abstract: | Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-"science of reading" legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1382921 |
| Database: | ERIC |
| Abstract: | Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-"science of reading" legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials. |
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| ISSN: | 1463-9491 |
| DOI: | 10.1177/14639491231162314 |
