Diversities in Early Childhood Education: Rethinking and Doing by Celia GenishiDiversities in Early Childhood Education: Rethinking and Doing by Celia Genishi

Diversities in Early Childhood Education: Rethinking and Doing

EditorCelia Genishi, A. Lin Goodwin

Hardcover | October 29, 2007

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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.




Celia Genishiis Professor of Education at Teachers College, Columbia.A. Lin Goodwinis Professor of Education at Teachers College, Columbia.
Title:Diversities in Early Childhood Education: Rethinking and DoingFormat:HardcoverDimensions:308 pages, 9.02 × 5.98 × 0.9 inPublished:October 29, 2007Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415957133

ISBN - 13:9780415957137

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Table of Contents

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. Guti'ez

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 21stCentury

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 Preschoolers: What the Frame Does to the Picture

Rebekah Fassler and Dorothy Levin

Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice

Susi Long, Clavis Anderson, Melanie Clark, & Becky McCraw

Part V: Conclusion

Diversities Across Early Childhood Settings: Contesting Identities and Transforming Curricula
Celia Genishi and A. Lin Goodwin

Editorial Reviews

"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