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Challenging the School Readiness Agenda in Early Childhood Education

Miriam B. Tager
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A01=Miriam B. Tager
anti-deficit perspectives
Author_Miriam B. Tager
Category=JNLA
color-blind discourse
critical perspectives of early childhood education
deficit-based school readiness critique
early childhood education
early childhood policy
Early Childhood Programs
education policy and politics
educational equity
Emergency Nursery Schools
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Including School Readiness
Kindle Fire Tablets
Low Income Black
Low Income Black Children
Low Income Black Families
Low Income Black Households
Low Income Black Neighborhoods
Miriam B. Tager
neoliberal education reform
non-school ready child
PTO
PTO Meeting
qualitative education research
qualitative inquiry
race and ethnic studies
racial disparities schools
Reading Disabilities
reconceptualising early childhood education
School Readiness
School Ready Children
Socio-emotional Skills
sociology of education
Special Education Team
Special Education Testing
structural racism education
Walden School
White Middle Class Children
White Middle Class Norms
White Middle Class Teachers
Young Black Child
Young Low Income Black Child

Product details

  • ISBN 9780367195823
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 07 Jun 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Challenging the normative paradigm that school readiness is a positive and necessary objective for all young children, this book asserts that the concept is a deficit-based practice that fosters the continuation of discriminatory classifications. Tager draws on findings of a qualitative study to reveal how the neoliberal agenda of school reform based on high-stakes testing sorts and labels children as non-ready, affecting their overall schooling careers. Tager reflects critically on the relationship between race and school readiness, showing how the resulting exclusionary measures perpetuate the marginalization of low-income Black children from an early age. Disrupting expected notions of readiness is imperative to ending practices of structural classism and racism in early childhood education.
About Miriam B. Tager

Miriam B. Tager is Assistant Professor of Early Childhood Education at Westfield State University, USA.

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