Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing sorts and labels children as non-ready, affecting their overall schooling careers. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.
One – Introducing the Non-school ready child
Two – The Historical Context of the Non-school Ready Child
Three – The Ecology of School Readiness
Four – Higher Demands: Putting Pressure on the Non-school Ready Child
Five – Blaming the Parent
Six – Young Black Lives Matter
Seven – Inequities and Inequalities in Early Childhood Education Programs
Eight – A Call for Action
This series provides a platform for researchers to present their latest research and discuss key issues in Early Childhood Education.