{"product_id":"transforming-early-years-policy-in-the-u-s-a-call-to-action-9780807768143","title":"Transforming Early Years Policy in the U.S.  A","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eProvides 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cul\u003e\n\u003cli\u003eContents (Tentative)\u003c\/li\u003e\n\u003cli\u003eForeword\u003c\/li\u003e\n\u003cli\u003eMariana Souto-Manning\u003c\/li\u003e\n\u003cli\u003eAcknowledgments\u003c\/li\u003e\n\u003cli\u003eIntroduction\u003c\/li\u003e\n\u003cli\u003eMark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener\u003c\/li\u003e\n\u003cli\u003ePart I: EARLY YEARS SYSTEMS FRAGMENTATION AND INEQUALITY\u003c\/li\u003e\n\u003cli\u003e1. In This Moment . . . We Are Essential\u003c\/li\u003e\n\u003cli\u003eLucinda Heimer\u003c\/li\u003e\n\u003cli\u003e2. One Center, Two Programs: Finding Promise Within a Fragmented and Unequal Non-System\u003c\/li\u003e\n\u003cli\u003eLouis Hamlyn-Harris\u003c\/li\u003e\n\u003cli\u003e3. Toward Transforming Fragmented and Unequal Early Years Systems—Recommendations\u003c\/li\u003e\n\u003cli\u003eJacqueline Jones\u003c\/li\u003e\n\u003cli\u003ePart II: CENTERING ANTI-RACISM IN EARLY YEARS CONTEXTS\u003c\/li\u003e\n\u003cli\u003e4. Constellations of Care: Black Kith and Kin Home\/Place Making Beyond the State Gaze\u003c\/li\u003e\n\u003cli\u003eAshley J. May\u003c\/li\u003e\n\u003cli\u003e5. Proactive, Not Reactive: Creating Anti-Racist Policies for Child Care Centers and Preschools\u003c\/li\u003e\n\u003cli\u003eKerry-Ann Escayg and Flóra Faragó\u003c\/li\u003e\n\u003cli\u003e6. Short- and Long-Term Policy Solutions Are Necessary to Address Inequities in Access and Affordability in the Early Years\u003c\/li\u003e\n\u003cli\u003eChrishana M. Lloyd and Julianna Carlson\u003c\/li\u003e\n\u003cli\u003ePart III: FELT IN\/EQUITIES IN THE EARLY YEARS: INFANT\/TODDLER CARE AND EDUCATION\u003c\/li\u003e\n\u003cli\u003e7. Felt (In)equities: The Status of Infant-Toddler Care\u003c\/li\u003e\n\u003cli\u003eBarbara Milner\u003c\/li\u003e\n\u003cli\u003e8. Felt (In)equities: The Status of Infant-Toddler Teachers\u003c\/li\u003e\n\u003cli\u003eEmmanuelle N. Fincham\u003c\/li\u003e\n\u003cli\u003e9. Recognizing the Birth to Three Workforce as Educators\u003c\/li\u003e\n\u003cli\u003eEmily Sharrock and Annie Schaeffing\u003c\/li\u003e\n\u003cli\u003ePart IV: DE\/PROFESSIONALIZATION\u003c\/li\u003e\n\u003cli\u003e10. Grounding Educators' Experiences, Perspectives, and Intellect in De\/Professionalization Debates\u003c\/li\u003e\n\u003cli\u003eLea J. E. Austin\u003c\/li\u003e\n\u003cli\u003e11. Toward Equity in Professionalization Through Community and Coalition Building\u003c\/li\u003e\n\u003cli\u003eJuliana Pinto McKeen, Fabiola Santos-Gaerlan, Alice Tse, and Wendy Jo Cole\u003c\/li\u003e\n\u003cli\u003e12. Toward Professionalization BY the People\u003c\/li\u003e\n\u003cli\u003eBetzaida Vera-Heredia\u003c\/li\u003e\n\u003cli\u003ePart V: SUPPORTING THRIVING TEACHERS\u003c\/li\u003e\n\u003cli\u003e13. Don't Train Me to Serve! Supporting Thriving Teachers Through Identity Development\u003c\/li\u003e\n\u003cli\u003eVanessa Rodriguez\u003c\/li\u003e\n\u003cli\u003e14. \"I Want to Be Treated Like I'm Valuable\": Advocating for Teachers' Humanity\u003c\/li\u003e\n\u003cli\u003eAbbi Kruse\u003c\/li\u003e\n\u003cli\u003e15. Talking the Talk, Walking the Walk With Teachers\u003c\/li\u003e\n\u003cli\u003eLorraine Falchi and Cristina Medellin\u003c\/li\u003e\n\u003cli\u003ePart VI: Whose Standards?\u003c\/li\u003e\n\u003cli\u003e16. Being Held to Whose Standards? Considering the Unique Experiences of Racially and Ethnically Diverse Children\u003c\/li\u003e\n\u003cli\u003eAlexandra Figueras-Daniel and Stephanie M. Curenton\u003c\/li\u003e\n\u003cli\u003e17. Using Aesthetic Approaches to Meet and Challenge the National Standards: A Both\/And Approach\u003c\/li\u003e\n\u003cli\u003eMargarita G. Ruiz Guerrero and Carolyn Brennan\u003c\/li\u003e\n\u003cli\u003e18. \"John Adams Didn't Own Slaves\": Culturally Affirming Standards, Assessments, and Curriculum\u003c\/li\u003e\n\u003cli\u003eEvandra Catherin\u003c\/li\u003e\n\u003cli\u003ePart VII: HONORING COMMUNITY CULTURAL WEALTH\u003c\/li\u003e\n\u003cli\u003e19. Elevating the Cultural Wealth in Communities of Color: The RICHER Framework–Intersectionality Between Race and Place\u003c\/li\u003e\n\u003cli\u003eIheoma U. Iruka\u003c\/li\u003e\n\u003cli\u003e20. It Really Does Take a Village: Why Educators Need to Be Involved in Community Initiatives\u003c\/li\u003e\n\u003cli\u003eJaclyn Vasquez and Mark Nagasawa\u003c\/li\u003e\n\u003cli\u003e21. Mi Casita: How a School Can Exist to Meet the Needs of Children and Adults Alike\u003c\/li\u003e\n\u003cli\u003eEva Ruiz and Rafa Pérez-Segura\u003c\/li\u003e\n\u003cli\u003e22. Sustaining Our Futures Through Expanded Relations\u003c\/li\u003e\n\u003cli\u003eAnna Lees\u003c\/li\u003e\n\u003cli\u003e23. Now What? Our Call to Collective Action\u003c\/li\u003e\n\u003cli\u003eMark K. Nagasawa, Lacey E. Peters, Marianne N. Bloch, and Beth Blue Swadener\u003c\/li\u003e\n\u003cli\u003eIndex\u003c\/li\u003e\n\u003cli\u003eAbout the Editors\u003c\/li\u003e\n\u003cli\u003eAbout the Contributors\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons","offers":[{"title":"Default Title","offer_id":51038220026199,"sku":"9780807768143","price":38.21,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780807768143.jpg?v=1750939536","url":"https:\/\/bookcurl.com\/products\/transforming-early-years-policy-in-the-u-s-a-call-to-action-9780807768143","provider":"Book Curl","version":"1.0","type":"link"}