1st Edition
Reimagining Diversity, Equity, and Justice in Early Childhood
Situated against a backdrop of multiple global pandemics—COVID-19, racial injustice and violence, inequitable resource distribution, political insurrections and unrest—this timely and critical volume argues for a divestment in white privilege and an investment in anti-racist pedagogies and practice across early childhood contexts of research, policy, and teaching and learning. Featuring established scholar-practitioners alongside emerging voices, chapters explore key issues around equitable and inclusive practices for young children, covering topics such as multilingualism and multicultural practices of immigrant communities, language varieties, and dialects across the Black diaspora, queer pedagogies, and play at the intersection of race, gender, disability, and language. Thoughtfully and compellingly written, each chapter offers an overview of the issue, the theoretical framework and critical context surrounding it and implications for practice.
Part 1: Reconceptualizing Literacies and Children’s Identities in the Current Visual and Linguistic Landscape: Reading and Writing for Liberation 1. “You’re Hot Lunch, Aren’t You?”: (Re)Producing Inequity in Children’s Worlds 2. Black Language as a Liberatory Practice: Young Multilingual Black Children Exploring Their Cultural and Linguistic Identities 3. Examining the Aesthetics of Black Working-Class Childhoods in Literature for Children Part 2: Reconsidering Methods of Inquiry: Children’s Sensory Engagements and the Resounding Traces of Children’s Lives 4. Sitesensing: Methods for Connecting to Young Children’s Worlds 5. Who Gets to “Play”? Play, Autism, and Possibilities for More-than-human Young Childhoods 6. The “No Noise Chair” and Other Willful Objects: Examining Young Children’s Sonic ‘Moorings’ and Animate Literacies in Geographies of Play 7. (Re)Sounding Children’s Worlds: Making a Case for Methods that Tune In Part 3: Rethinking the Relationships Between Children and Adults: Intergenerational Intersections, Crossings, and Interactions 8. Expanding Notions of Children’s Transnational Lives and the Phenomenology of Migration 9. Stacked Childhoods: Re-Membering as Pedagogical Practice 10. Transnational Flows and Linguistic Fluidity in an Ethnic Public Space: The Experiences of a Young Emergent Bilingual 11. Decentering Whiteness in Early Childhood Teacher Education: Supporting BIPOC Preservice Teachers Through Culturally Relevant and Sustaining Practices Part 4: Reengaging with Communities and Families in a Post-World 12. Out of the Classroom & Onto the Runway: Queer and Trans Pedagogies in Early Childhood 13. “Pandemic as Portal” in Early Education: Understanding the Disruptions of COVID-19 as an Invitation to Imagine and Create a New Vision of Preschool 14. Children’s Print Magazine: An Example from Pakistan on Fostering Literacy and Socioemotional Learning During the Global Pandemic 15. To Protect and Nurture: (Re)Imagining Mentoring for Black Boys in the Early Grades
Biography
Haeny Yoon is an Associate Professor at Teachers College, Columbia University.
A. Lin Goodwin 葛文林 is Thomas More Brennan Chair Professor in Education at Boston College. She served as Dean of the Faculty of Education at the University of Hong Kong from 2017 to 2022.
Celia Genishi is Professor Emeritus at Teachers College, Columbia University.
