Antiracism in Early Childhood Education

This book explores racism and antiracist practice in early childhood education (ECE), exploring how different theoretical lenses can enable students and practitioners to consider the complexity of race and racism in early childhood and education and the impact it has on young children''s lives. Written by academics and practitioners based in the USA and the UK, the chapters cover a range of Issues and theories including, race and play, decolonial approaches in ECE, Marxism, critical pedagogy, child-centered pedagogy, pro-Black pedagogies, Black feminist perspectives, critical race theory and immigration. Throughout the book, new conceptualisations of race and anti-racist praxis emerge that have the potential to transform children''s lives not only in day to day practice but also one''s way of being in the world.>

Préface
This book explores racism and antiracist practice in early childhood education.

Auteur

Victoria Bamsey is Associate Head of the School Teaching Learning and Quality at Plymouth Institute of Education, UK.

Lynn J. McNair is Lecturer in Education (Early Childhood Practice and Froebel) at The University of Edinburgh, UK.

Nakissa Campbell is Senior Lecturer in Early Childhood Studies at the University of East London, UK.

Contenu

Introduction
Part I: Reconceptualizing Practice

1. Let Us Live for our Children: Anti-Racist Practice in Early Childhood, Lynn McNair (University of Edinburgh, UK)
2. Anti-Racist Pedagogies: Can Early Childhood Practitioners Really be Subaltern? Hattie Campbell (University of East London, UK)
3. Re-positioning Race as Part of Everyday Activity, Vicky Bamsey (University of Plymouth, UK)
   Part II: Anti-Racist Pedagogy
4. Race at Play: a Froebelian Framework for Decolonial Early Childhood Practice, Simon Bateman and Shaddai Tembo (Bath Spa University, UK)
5. Anti-Racist Practice Through a Critical Pedagogy Lens, Fatemeh Sadeghi (University of Edinburgh, UK), Selvarani Selvaraja (The Promise, UK) and Simon Leitch (South West Education Improvement Collaborative, UK)
6. Which Child is at the Centre? Rethinking Child-Centred Pedagogy, Identity and Difference in Early Years Settings, Jan Georgeson (University of Plymouth, UK)
   Part III: International Perspectives on Anti-Racism
7. Examining the Value of Homeplace as a Pro-Black Pedagogy for Young Children, Francheska Starks (University of Tennessee, USA)
8. Black Feminist and Critical Race Perspectives, Michelle Grace-Williams (University of South Carolina, USA)
9. Race (Un)Awareness: Immigrant Early Childhood Teachers and Self Identity, Ayesha Rabadi-Raol (Sonoma State University, USA)
10. Reconfiguring Narratives of Difference: Exploring Intergenerational Perspectives on 'Race' in Early Childhood Education in Post-apartheid South Africa, Jaclyn Murray (University of Winchester, UK)
    Conclusion
    References
    Index