(二)以幼儿教育质量为中心:走向少数民族儿童的交叉正义

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mariana Souto-Manning, Ayesha Rabadi-Raol
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引用次数: 59

摘要

在本章中,我们对幼儿教育的质量进行了批判性的交叉分析,目的是摆脱对“最佳实践”的单一理解,从而打破这种概念造成的不公平现象。在承认不公正是如何交叉构建的同时,我们特别指出批判性种族理论是对白人至上主义的反驳,文化相关和持续的教育学是对基于缺陷和自卑范式的单一文化教学实践的反驳,以及作为对占主导地位的美国英语单语主义(过度)特权的反驳而进行的跨语言翻译。虽然这些反对意见中的每一个都提出了压迫的一个特定维度,但它们共同解释了多种交叉的压迫系统;结合起来,他们扩展了幼儿教育的制图,并将质量的定义(重新)集中在少数族裔儿童、家庭和社区的生活、经历、声音和价值观上。本文拒绝了压迫性和简化主义的质量概念,通过使用再中介,为跨部门的幼儿教育提供了设计原则,有可能改变质量架构。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children
In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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