A01=Anne Haas Dyson
achievement gap critique
and socioeconomic class
Author_Anne Haas Dyson
case study early childhood education for minority student
Category=JBFA
Category=JBSL1
Category=JNF
Category=JNLA
desegregation and student impact in kindergarten
early childhood research preK-2
early school literacy policies
elementary literacy
elementary literacy curriculum
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equity in educational opportunities
equity issues in kindergarten
equity issues in preK
gender
high stakes testing K-2
i
inclusion and diversity in kindergarten
Inclusion and diversity in preschool classrooms
inequities in early learning
institutionalized racism and elementary schools
intersectionality of race
marginalized preK-2 student learning
minority students in kindergarten
multicultural education issues and early learning
multimodal composing in early learning
neoliberal education policy
opportunity gaps in early childhood education
preK-2 ethnographic student study
racial justice in early childhood
school desegregation initiatives
school tracking
sociocultural learning in preK-2
student perspective in preschool
young children's writing
Product details
- ISBN 9780807765784
- Weight: 399g
- Dimensions: 152 x 229mm
- Publication Date: 06 Aug 2021
- Publisher: Teachers' College Press
- Publication City/Country: US
- Product Form: Hardback
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Anne Dyson confronts race and racism head-on with this ethnographic study of a child's efforts to belong-to be a child among children. Follow the journey of a small Black child, Ta'Von, as he moves from a culturally inclusive preschool through the early grades in a school located in a majority white neighborhood. Readers will see Ta'Von encountering obstacles but finding agency and joy through writing and music-making, especially his love of the blues. Most attempts at desegregating schools are studied by reducing individual children to demographic statistics and test scores. This book, instead, provides a child's perspective on challenges to classroom inclusion. Ta'Von's journey demonstrates that it is within children's peer worlds-formed in response to institutional policies and practices like desegregation initiatives, standardized testing, and a curricular focus on so-called "basic literacy skills"-that inequity becomes part of the experience of childhood. This book examines policies about literacy testing and teaching, including the potential power of the written word and of the arts.
Book Features:
- A fresh approach to issues of inclusion, equity, and learning opportunities as seen through a child's eye.
- Narrative vignettes that bring to life the equity issues of everyday school experiences.
- An overview of the kinds of challenges to inclusion that may be faced by minoritized children in majority-dominated schools.
- Details about changing institutional literacy policies and practices over time and grade level, emphasizing their impact on relationships and learning.
- Examples of teachers and children enacting inclusive communities.
Anne Haas Dyson is a professor of education policy, organization, and leadership at the University of Illinois at Urbana-Champaign. Her books include (with Celia Genishi) Children, Language, and Literacy: Diverse Learners in Diverse Times and ReWRITING the Basics: Literacy Learning in Children's Cultures.
