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.
Table of Contents
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
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
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