Disrupting and Countering Deficits in Early Childhood Education

Description

This powerful edited collection disrupts the deficit-oriented discourses that currently frame the field of early childhood education (ECE) and illuminates avenues for critique and opportunities for change. Researchers from across the globe offer their insight and expertise in challenging the logic within ECE that often frames children and their families through gaps, risks, and deficits across such issues as poverty, language, developmental psychology, teaching, and learning. Chapters propose practical responses to these manufactured crises and advocate for democratic practices and policies that enable ECE programs to build on the wealth of cultural and personal knowledge children and families bring to the early learning process. Moving beyond a dependence on deficits, this book offers opportunities for scholars, researchers, and students to consider their practices in early education and develop their understanding of what it means to be an educator who seeks to support all children. Cover Half Title Title Page Copyright Page Table of Contents Acknowledgements List of contributors 1. Introducing the Text and Examining the Emergence, Maintenance, and Expansion of Gaps, Deficits, and Risks through Early Childhood Policy The Emergence and Maintenance of Gaps, Deficits, and Risk in ECE Policy within the U.S. Responding to these Reforms Outlining the Remainder of the Book References 2. Dismantling Racialized Discourses in Early Childhood Education and Care: A Revolution towards Reframing the Field The Coloniality of Race Racialized Discourses in Early Childhood Education and Care White Washing Early Childhood Education and Care The White Standard for Childhood/s The Deficit Positioning of Children of Color: Early Childhood as Intervention Re-framing Early Childhood Education and Care Decolonizing Early Childhood Education and Care Dismantling Developmental Discourses to Foreground the Brilliance of Children of Color Revolutionizing Early Childhood Education and Care through Global South Onto-Epistemologies Concluding Thoughts Notes References 3. Pláticas on Disrupting Language Ideologies in the Borderlands Pláticas on Language and Power in the Borderlands Between Languages, Coloniality, and Border Identity Disruptive Possibilities: Unleashing Wild Tongues Notes References 4. Rejecting Deficit Views of Children in Poverty in Favor of a Philosophy of Abundance Poverty: It’s Their Fault A Philosophy of Abundance Conclusion Notes References 5. A Capability-Oriented Lens: Reframing the Early Years Education of Children with Disabilities Marginalizing Discourses in ECE The Capability Approach Reframing Inclusive Early Childhood Education through the Capability Approach Conclusion Note References 6. Fighting for the Unity of Care and Education in Early Childhood: Understanding and Disrupting Challenges to Professional Knowledge and Action Introduction Researcher’s Perspective Professionalism and Quality in Early Childhood Education Early Care and Education: To Mother or Not? Mother-Care vs. Other-Care Teaching Learning in the Early Childhood Classroom Who Decides What and Under What Conditions Do Early Childhood Teachers Teach? Disrupting Deprofessionalization in the Classroom Fighting for the Unity of Care and Education in Early Childhood Education References 7. Disrupting Standardized Early Education through Culturally Sustaining Pedagogies with Young Children Sociohistorical Underpinnings of Early Childhood Education Culturally Sustaining Pedagogies Enacting CSP in Early Childhood Contexts Looking Ahead Notes References 8. Deconstructing Child Rights in Special Educational Needs: Representations of Deficit and Development in Educational Psychology Developmental and Educational Psychology and the Problematic of Deficit Deconstructing the SEND Code of Practice Rights-Based Exclusion in SEND? “Involvement” and “Views” Positioning of Children: Excluded and Erased The SEND Code and Educational Psychology: Not a New Story? Towards a Conclusion Notes References 9. More-than-Human Kinship Relations within Indigenous Children’s Picture Books Western Perspectives on Children’s Literature Plant Reciprocal Relations More-than-Human Kinship Conclusion References 10. Listening to and Telling a Rush of Unruly Natureculture Gender Stories Gender Stories in Early Childhood Education Learning How to Listen to and Tell Different Gender Stories A Rush of Unruly Natureculture Weathering Gender Stories Natureculture Gender Stories We Need to Listen to and Tell References 11. Disrupting Racial Capitalist Formations in Early Childhood Education Gathering Collective Potentials Subverting Deficit Discourses Racial Capitalism in ECE Shifting to a Pedagogical Discourse Towards an Ethos of Radical Relationality Note References Index