Challenging the School Readiness Agenda in Early Childhood Education

1. Auflage 2019
ISBN: 978-0-367-19582-3
Verlag: Routledge

Buch, Englisch, 136 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 212 g

Reihe: Routledge Research in Early Childhood Education

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.

Autoren/Hrsg.

Tager, Miriam B.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

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

Über Autor(innen)

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