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Articles 1 - 9 of 9
Full-Text Articles in Education
The Radical Refuge: Reconceptualizing Teacher Quality Liberated From The Historical Commodification Of Latina And Black Women In Early Childhood Education, Vanessa Rodriguez
The Radical Refuge: Reconceptualizing Teacher Quality Liberated From The Historical Commodification Of Latina And Black Women In Early Childhood Education, Vanessa Rodriguez
Occasional Paper Series
This article highlights the need to redefine 'quality' in early childhood education (ECE) and challenges systems that devalue Latina and Black women educators. It advocates for recognizing teachers' inherent value and creating a supportive framework that promotes their well-being. The "Radical Refuge" program is introduced as a means of addressing systemic traumas through identity development and healing. Activities like Education Journey Mapping shed light on how traditional measures of quality negatively affect teachers' self-worth. The article emphasizes the importance of teachers' personal experiences and their ability to foster relationships with students. It concludes with hope for a reimagined concept of …
“Pour Into The Teachers”: Learning From Immigrant Women Of Color Through Conversations On “Quality” In Urban Early Education And Care, Seung Eun Mcdevitt, Louella Sween
“Pour Into The Teachers”: Learning From Immigrant Women Of Color Through Conversations On “Quality” In Urban Early Education And Care, Seung Eun Mcdevitt, Louella Sween
Occasional Paper Series
In this paper, we share our conversations with an education director of an early childhood education and care center, situated in a low-income immigrant community in New York City. We highlight an expanded definition of quality that she has demonstrated as a leader of the center. In doing so, we offer possible alternative ways of creating quality and equitable ECEC practices with and for immigrant children, families, and teachers, and detail the challenges that come with resisting the status quo.
“I Want To Say The Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator And University Researcher Partnerships, Angie Zapata Phd, Mary Adu-Gyamfi, Phd, Adrianna González Ybarra
“I Want To Say The Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator And University Researcher Partnerships, Angie Zapata Phd, Mary Adu-Gyamfi, Phd, Adrianna González Ybarra
Occasional Paper Series
An early care educator (ECE) and university collaborative model of teacher learning offers a distinct departure from common top-down models of professional development. Implementing a Social Design-Based Experiment, ECE and university partners collaborate to explore translingual picturebooks to address curricular inequities in their school settings. Featuring the experience of one white, middle-class ECE (Tamara) in a Midwest rural suburban school, we identify three critical components of this ECE and university researcher collaborative inquiry model: role of ECE as mentors and supporters, picturebooks as tools, and role of university partners as facilitators. Tamara’s experience highlights the critical components of the model, …
Redefining Quality To Center The Capabilities Of Young Children, Soyoung Park, Sunmin Lee, Nnenna Odim, Jennifer K. Adair
Redefining Quality To Center The Capabilities Of Young Children, Soyoung Park, Sunmin Lee, Nnenna Odim, Jennifer K. Adair
Occasional Paper Series
In this article, we offer a justice-centered approach to measuring and documenting instructional quality that counters traditional teacher evaluations models commonly used in states' Quality Rating Improvement Systems (QRIS). We tell the story of two early care and education practitioners - one teacher and one school leader - who participated in a professional development that focused on learning to observe young children in agentic contexts and finding more ways for young children to showcase, demonstrate, strengthen, or contribute their capabilities. Through these stories, we show how focusing on children's capabilities served to counter the reductionist, hierarchical, and dehumanizing approaches of …
Stories From Three Native Hawaiian Alaka‘I About The Education Of Young Children, Charis-Ann F. Sole, M. Nalani Mattox-Primacio, Shin Ae Han
Stories From Three Native Hawaiian Alaka‘I About The Education Of Young Children, Charis-Ann F. Sole, M. Nalani Mattox-Primacio, Shin Ae Han
Occasional Paper Series
The stories of three alaka‘i wahine (Native Hawaiian women leaders) who are involved with cultural and linguistic early education environments that promote family and child interaction are featured here. Through interviews and interactions their stories and work are highlighted for stakeholders to glean from lessons they have learned. This work is framed through the lens of (re)imagining educational systems for Native Hawaiian children to experience education that is congruent with their heritage, their family, and their cultural ways of being. Contextualizing the experiences and wisdom of these island leaders’ voices, this weaving of stories highlights the significance of native ideas …
Be A Tree: Reconceptualizing Early Education Through The Roots And Fruits Methodology Of Teaching And Learning, Virginia Dearani
Be A Tree: Reconceptualizing Early Education Through The Roots And Fruits Methodology Of Teaching And Learning, Virginia Dearani
Occasional Paper Series
This past Winter, my seven-year old son lived through a traumatic experience, resulting in the amputation of a significant portion of his middle finger. While reflecting on the concept of being a “Whole Child,” I was engaging in conversations with my son, exploring questions on wholeness, such as, “What is the purpose of our bodies? How will my hand work now with the loss of this finger? How will my classmates see me, and view my finger? When will my nerves re-align as I place my stubbed finger on different textures of fabric, petting our dog, holding my bike handle-bars, …
Learning Stories As Assessment For Liberation, Helen Frazier
Learning Stories As Assessment For Liberation, Helen Frazier
Occasional Paper Series
This paper illustrates the transformative power of learning stories as an alternative approach to in early childhood assessment. The author uses examples from her own classroom to demonstrate the use of formative assessment to foster attachment, pluralism and creativity.
Introduction: Reconceptualizing Quality Early Care And Education With Equity At The Center, Mark Nagasawa, Cristina Medellin-Paz
Introduction: Reconceptualizing Quality Early Care And Education With Equity At The Center, Mark Nagasawa, Cristina Medellin-Paz
Occasional Paper Series
Issue 51 of the Bank Street Occasional Papers Series is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence’s 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. They have argued that the homogenization of ECE practices is a factoryization of early childhood that undermines cultural pluralism and the field’s equity aspirations. This raises an imperative to …
Reconceptualizing Quality Early Care And Education With Equity At The Center
Reconceptualizing Quality Early Care And Education With Equity At The Center
Occasional Paper Series
No abstract provided.