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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
Language: English
Authors: Ferguson, Daniel E. (ORCID 0000-0001-7646-9831), Dernikos, Bessie P.
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
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  Data: Reorienting Curriculum Materials as Agents of Restorative Justice in Early Literacy Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel+E%2E%22">Ferguson, Daniel E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7646-9831">0000-0001-7646-9831</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dernikos%2C+Bessie+P%2E%22">Dernikos, Bessie P.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Issues+in+Early+Childhood%22"><i>Contemporary Issues in Early Childhood</i></searchLink>. Jun 2023 24(2):163-175.
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  Data: 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
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  Data: 10.1177/14639491231162314
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  Data: 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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        Value: 10.1177/14639491231162314
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      – SubjectFull: Restorative Practices
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Student Rights
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      – SubjectFull: Teacher Rights
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Racism
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