通过实地工作对抗有意识的种族主义和排外主义：DisCrit课堂生态学在幼儿人事准备中的应用

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-05-01 DOI:10.1177/0271121421989797

C. L. Hancock, Chelsea W. Morgan, J. Holly

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引用次数: 7

摘要

幼儿人才培养项目必须培养未来的早期教育工作者，他们能够抵制种族主义和残疾歧视，为所有儿童提供公平公正的教育。我们将残疾/能力批判种族理论(DisCrit)课堂生态学应用于儿童早期，特别是学前环境。我们认为，幼儿人员准备计划可以利用这一框架来准备职前早期教育工作者，以促进有色人种残疾儿童及其家庭的更公平的经历。我们讨论了培养未来的早期教育工作者通过他们的实地工作经验来抵制种族主义和残疾歧视的重要性。我们还简要概述了DisCrit与幼儿人才准备的关系，并提出了DisCrit课堂生态，将框架组件应用于学前实地工作。

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Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.