Description

Book Synopsis
Provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States. Contributors draw on their deep personal experiences with these issues to advance practice-based recommendations for how the nation's inequitable systems can be transformed.

Table of Contents
  • Contents (Tentative)
  • Foreword
  • Mariana Souto-Manning
  • Acknowledgments
  • Introduction
  • Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
  • Part I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY
  • 1. In This Moment . . . We Are Essential
  • Lucinda Heimer
  • 2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System
  • Louis Hamlyn-Harris
  • 3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations
  • Jacqueline Jones
  • Part II: CENTERING ANTI-RACISM IN EARLY YEARS CONTEXTS
  • 4. Constellations of Care: Black Kith and Kin Home/Place Making Beyond the State Gaze
  • Ashley J. May
  • 5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools
  • Kerry-Ann Escayg and Flóra Faragó
  • 6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years
  • Chrishana M. Lloyd and Julianna Carlson
  • Part III: FELT IN/EQUITIES IN THE EARLY YEARS: INFANT/TODDLER CARE AND EDUCATION
  • 7. Felt (In)equities: The Status of Infant-Toddler Care
  • Barbara Milner
  • 8. Felt (In)equities: The Status of Infant-Toddler Teachers
  • Emmanuelle N. Fincham
  • 9. Recognizing the Birth to Three Workforce as Educators
  • Emily Sharrock and Annie Schaeffing
  • Part IV: DE/PROFESSIONALIZATION
  • 10. Grounding Educators' Experiences, Perspectives, and Intellect in De/Professionalization Debates
  • Lea J. E. Austin
  • 11. Toward Equity in Professionalization Through Community and Coalition Building
  • Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole
  • 12. Toward Professionalization BY the People
  • Betzaida Vera-Heredia
  • Part V: SUPPORTING THRIVING TEACHERS
  • 13. Don't Train Me to Serve! Supporting Thriving Teachers Through Identity Development
  • Vanessa Rodriguez
  • 14. "I Want to Be Treated Like I'm Valuable": Advocating for Teachers' Humanity
  • Abbi Kruse
  • 15. Talking the Talk, Walking the Walk With Teachers
  • Lorraine Falchi and Cristina Medellin
  • Part VI: Whose Standards?
  • 16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children
  • Alexandra Figueras-Daniel and Stephanie M. Curenton
  • 17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both/And Approach
  • Margarita G. Ruiz Guerrero and Carolyn Brennan
  • 18. "John Adams Didn't Own Slaves": Culturally Affirming Standards, Assessments, and Curriculum
  • Evandra Catherin
  • Part VII: HONORING COMMUNITY CULTURAL WEALTH
  • 19. Elevating the Cultural Wealth in Communities of Color: The RICHER Framework–Intersectionality Between Race and Place
  • Iheoma U. Iruka
  • 20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives
  • Jaclyn Vasquez and Mark Nagasawa
  • 21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike
  • Eva Ruiz and Rafa Pérez-Segura
  • 22. Sustaining Our Futures Through Expanded Relations
  • Anna Lees
  • 23. Now What? Our Call to Collective Action
  • Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
  • Index
  • About the Editors
  • About the Contributors

Transforming Early Years Policy in the U.S. A

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    A Paperback by Mark K. Nagasawa, Lacey Peters, Marianne N. Bloch

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      Publisher: John Wiley & Sons
      Publication Date: 2/24/2023 12:00:00 AM
      ISBN13: 9780807768143, 978-0807768143
      ISBN10: 0807768146
      Also in:
      Philosophy and theory of education

      Description

      Book Synopsis
      Provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States. Contributors draw on their deep personal experiences with these issues to advance practice-based recommendations for how the nation's inequitable systems can be transformed.

      Table of Contents
      • Contents (Tentative)
      • Foreword
      • Mariana Souto-Manning
      • Acknowledgments
      • Introduction
      • Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
      • Part I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY
      • 1. In This Moment . . . We Are Essential
      • Lucinda Heimer
      • 2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System
      • Louis Hamlyn-Harris
      • 3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations
      • Jacqueline Jones
      • Part II: CENTERING ANTI-RACISM IN EARLY YEARS CONTEXTS
      • 4. Constellations of Care: Black Kith and Kin Home/Place Making Beyond the State Gaze
      • Ashley J. May
      • 5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools
      • Kerry-Ann Escayg and Flóra Faragó
      • 6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years
      • Chrishana M. Lloyd and Julianna Carlson
      • Part III: FELT IN/EQUITIES IN THE EARLY YEARS: INFANT/TODDLER CARE AND EDUCATION
      • 7. Felt (In)equities: The Status of Infant-Toddler Care
      • Barbara Milner
      • 8. Felt (In)equities: The Status of Infant-Toddler Teachers
      • Emmanuelle N. Fincham
      • 9. Recognizing the Birth to Three Workforce as Educators
      • Emily Sharrock and Annie Schaeffing
      • Part IV: DE/PROFESSIONALIZATION
      • 10. Grounding Educators' Experiences, Perspectives, and Intellect in De/Professionalization Debates
      • Lea J. E. Austin
      • 11. Toward Equity in Professionalization Through Community and Coalition Building
      • Juliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole
      • 12. Toward Professionalization BY the People
      • Betzaida Vera-Heredia
      • Part V: SUPPORTING THRIVING TEACHERS
      • 13. Don't Train Me to Serve! Supporting Thriving Teachers Through Identity Development
      • Vanessa Rodriguez
      • 14. "I Want to Be Treated Like I'm Valuable": Advocating for Teachers' Humanity
      • Abbi Kruse
      • 15. Talking the Talk, Walking the Walk With Teachers
      • Lorraine Falchi and Cristina Medellin
      • Part VI: Whose Standards?
      • 16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children
      • Alexandra Figueras-Daniel and Stephanie M. Curenton
      • 17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both/And Approach
      • Margarita G. Ruiz Guerrero and Carolyn Brennan
      • 18. "John Adams Didn't Own Slaves": Culturally Affirming Standards, Assessments, and Curriculum
      • Evandra Catherin
      • Part VII: HONORING COMMUNITY CULTURAL WEALTH
      • 19. Elevating the Cultural Wealth in Communities of Color: The RICHER Framework–Intersectionality Between Race and Place
      • Iheoma U. Iruka
      • 20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives
      • Jaclyn Vasquez and Mark Nagasawa
      • 21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike
      • Eva Ruiz and Rafa Pérez-Segura
      • 22. Sustaining Our Futures Through Expanded Relations
      • Anna Lees
      • 23. Now What? Our Call to Collective Action
      • Mark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener
      • Index
      • About the Editors
      • About the Contributors

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