1st Edition

Diversities in Early Childhood Education Rethinking and Doing

Edited By Celia Genishi, A. Lin Goodwin Copyright 2008
    308 Pages 26 B/W Illustrations
    by Routledge

    308 Pages 26 B/W Illustrations
    by Routledge

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    This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three.




    Part I: Introduction

    Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come?

    Ranita Cheruvu, A. Lin Goodwin, and Celia Genishi

    Part II: Rethinking Identities of Children in Transformed Curricular Contexts

    On Listening to Child Composers: Beyond "Fix its"

    Anne Haas Dyson

    Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum

    Marjorie Siegel and Stephanie Lukas

    Learning English in School: Rethinking Curriculum, Relationships, and Time

    Susan Stires and Celia Genishi

    Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom

    Susan L. Recchia

    Marginalization, Making Meaning, and Mazes

    Susan Grieshaber

    Thought-Provoking Moments in Teaching Young Children:Reflections on Social Class, Sexual Orientation and Spirituality

    LeslieR. Williams and Nadjwa L. E. Norton

    Part III: Rethinking Policies and Programs

    Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning

    Althea Scott Nixon and Kris D. Gutiérrez

    Listening to the Voices of Immigrant Parents

    Jennifer Adair and Joseph Tobin

    Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children

    Marci Wai‘ale‘ale Sarsona, Sherlyn Goo, Alice Kawakami, and Kathryn Au

    Catching up with Globalization: One State’s Experience of Reforming Teacher Education in the 21st Century

    Sharon Ryan and Carrie Lobman

    Part IV: Rethinking Teacher Education and Professional Development

    Talk about Children: Developing A Living Curriculum of Advocacy and Social Justice Beatrice S. Fennimore

    Disrupting the taken-for-granted: Autobiographical analysis in preservice teacher education

    A. Lin Goodwin & Michele Genor

    Community College Students’ Talk about Play and Early Childhood Teacher Education for Social Justice

    Rachel Theilheimer

    Envisioning and Supporting the Play of Preschoolers: What the Frame Does to the Picture

    Rebekah Fassler and Dorothy Levin

    Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice

    Susi Long, Clavis Anderson, Melanie Clark, & Becky McCraw

    Part V: Conclusion

    Diversities Across Early Childhood Settings: Contesting Identities and Transforming Curricula
    Celia Genishi and A. Lin Goodwin


    Celia Genishi is Professor of Education at Teachers College, Columbia.

    A. Lin Goodwin is Professor of Education at Teachers College, Columbia.

    "By reading this book, in addition to seeing culturally responsive education taking place in classrooms across the country, readers have the opportunity to learn about policies and programs that honor families and communities as experts, adapting common notions of "best" working with the communities to which children belong to rethink and come to a shared ownership of what best truly means. Through the exploration of diverse studies, the editors and authors invite readers to rethink and do diversity in teaching, policy-making, programming, and educating teachers." -- Teachers College Record, June 27, 2008