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Zusatztext "By reading this book! in addition to seeing culturally responsive education taking place in classrooms across the country! readers have the opportunity to learn about policies and programs that honor families and communities as experts! adapting common notions of "best" working with the communities to which children belong to rethink and come to a shared ownership of what best truly means. Through the exploration of diverse studies! the editors and authors invite readers to rethink and do diversity in teaching! policy-making! programming! and educating teachers." -- Teachers College Record! June 27! 2008 Informationen zum Autor Celia Genishi is Professor of Education at Teachers College, Columbia. A. Lin Goodwin is Professor of Education at Teachers College, Columbia. Klappentext This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three. Zusammenfassung Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, this book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three. Inhaltsverzeichnis Part I: Introduction Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come? Ranita Cheruvu, A. Lin Goodwin, and Celia Genishi Part II: Rethinking Identities of Children in Transformed Curricular Contexts On Listening to Child Composers: Beyond "Fix its" Anne Haas Dyson Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum Marjorie Siegel and Stephanie Lukas Learning English in School: Rethinking Curriculum, Relationships, and Time Susan Stires and Celia Genishi Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom Susan L. Recchia Marginalization, Making Meaning, and Mazes Susan Grieshaber Thought-Provoking Moments in Teaching Young Children:Reflections on Social Class, Sexual Orientation and Spirituality LeslieR. Williams and Nadjwa L. E. Norton Part III: Rethinking Policies and Programs Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning Althea Scott Nixon and Kris D. Gutiérrez Listening to the Voices of Immigrant Parents Jennifer Adair and Joseph Tobin Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children Marci Wai‘ale‘ale Sarsona, Sherlyn Goo, Alice Kawakami, and Kathryn Au Catching up with Globalization: One State’s Experience of Reforming Teacher Education in the 21st Century Sharon Ryan and Carrie Lobman Part IV: Rethinking Teacher Education and Professional Development Talk about Children: Developing A Living Curriculum of Advocacy and Social Justice Beatrice S. Fennimore Disrupting the taken-for-granted: Autobiographical analysis in preservice teacher education A. Lin Goodwin & Michele Genor Community College Students’ Talk about Play and Early Childhood Teacher Education for Social Justice Rachel Theilheimer Envisioning and Supporting the Play of Preschoole...
