by Fikile Nxumalo (Editor), Christopher P. Brown (Editor)
This powerful edited collection disrupts the deficit-oriented discourses that currently frame the field of early childhood education (ECE) and illuminates avenues for critique and opportunities for change. Researchers from across the globe offer their insight and expertise in challenging the logic within ECE that often frames children and their families through gaps, risks, and deficits across such issues as poverty, language, developmental psychology, teaching, and learning. Chapters propose practical responses to these manufactured crises and advocate for democratic practices and policies that enable ECE programs to build on the wealth of cultural and personal knowledge children and families bring to the early learning process. Moving beyond a dependence on deficits, this book offers opportunities for scholars, researchers, and students to consider their practices in early education and develop their understanding of what it means to be an educator who seeks to support all children.
Author Biography
Fikile Nxumalo is Assistant Professor of Diversity and Place in Teaching and Teacher Education in the Department of Curriculum, Teaching and Learning, at the Ontario Institute for Studies of Education, University of Toronto.
Christopher P. Brown is Professor of Early Childhood Education in the Department of Curriculum and Instruction at the University of Texas at Austin. He is a Faculty Fellow with The Institute for Urban Policy Research and Analysis and at the Center for Health and Social Policy at the LBJ School of Public Affairs. He is also the Past-Chair for the Early Education/Child Development Special Interest Group of the American Educational Research Association.