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Challenging the School Readiness Agenda in Early Childhood Education: Routledge Research in Early Childhood Education

Autor Miriam B. Tager
en Limba Engleză Paperback – 7 iun 2019
Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing sorts and labels children as non-ready, affecting their overall schooling careers. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.
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Specificații

ISBN-13: 9780367195823
ISBN-10: 0367195828
Pagini: 136
Dimensiuni: 152 x 229 x 5 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Early Childhood Education

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins

One – Introducing the Non-school ready child
Two – The Historical Context of the Non-school Ready Child
Three – The Ecology of School Readiness
Four – Higher Demands: Putting Pressure on the Non-school Ready Child
Five – Blaming the Parent
Six – Young Black Lives Matter
Seven – Inequities and Inequalities in Early Childhood Education Programs
Eight – A Call for Action

Notă biografică

Miriam B. Tager is Assistant Professor of Early Childhood Education at Westfield State University, USA.

Descriere

Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing labels children as non-ready resulting in exclusionary measures that marginalize low-income Black children, affecting their overall schooling careers.  Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.