Introduction to the Special Issue: Antibias Curriculum and Critical Praxis to Advance Social Justice in Inclusive Early Childhood Education

Beneke, Margaret R.; Park, Caryn C.

doi:10.1177/1096250619833337

Cited by 5 publications

(3 citation statements)

References 26 publications

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“…The UK’s Quality Assurance Agency (QAA) expects Early Childhood Studies (ECS) graduates to work as agents of change by challenging inequalities, act as advocates for children and families and ‘embrace anti-bias and anti-oppressive approaches’ (QAA, 2022, p. 24). This reflects current thinking among many early childhood scholars (see Beneke & Park, 2019; Hyland, 2010; Mistry & Sood, 2013; Pillay, 2018) of the need to equip early-years practitioners (EYPs) with the intellectual and practical tools for working with children who are ethnically, linguistically, culturally and economically different from those in the mainstream (hereafter diverse children ). However, my work as an ECS higher education lecturer (HE) at a large college of further education in the south-east of England suggests that many EYPs are not yet ready to fulfil this important task.…”

mentioning

confidence: 65%

“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

Colgan

2022

Journal of Transformative Education

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21st century early years practitioners are expected to become agents of change by challenging societal inequalities and embracing anti-oppressive approaches. Yet, research suggests that many practitioners hold negative attitudes about children and families who are ethnically, culturally, linguistically and economically different from those in the mainstream and appear oblivious to how their own practice may contribute to the educational inequalities experienced by these children. This article draws on research carried out with early-years practitioners completing a Foundation degree in early years and an Early Childhood Studies BA (Hons) Top-Up course in England, which examined the practitioners’ perspectives of a transformative pedagogy for social justice. Findings suggest the pedagogy inspired practitioners to work towards eradicating enduring societal inequalities. However, when the emotional impact of the transformation is overwhelming, transformative learning may not only inhibit action but also lead practitioners to a state of liminality that requires time to emerge from.

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mentioning

confidence: 65%

“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

Colgan

2022

Journal of Transformative Education

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“…Based on canonical data, this research can be objective only from outside, because, discussing the school environment, the socio-psychopedagogical perspective would require a posting on the human side, which is almost impossible to achieve, because the understanding of the subjectivity behind objective external reasons (Iluț, 2009;Beneke & Park, 2019) in the requests for transfers increases the complexity of the analysis and interpretation of the data collected. Of course, the repetition, abandonment and transfers that take place during a school year are of the type "homeostasis", in the sense that the system's Regulation and self-Regulation processes ultimately lead to a certain degree of stability and to the forecasting of school figures for the next school year.…”

Section: Limits and Discussionmentioning

confidence: 99%

The Impact of Educational Policies in High Schools With a Sports Profile

Ardelean¹,

Neagu

Szabo

2021

RREM

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The aim of this research is to identify and analyse the causes that have influenced the total number of student places and career paths of graduates of a sports-program high school. In this sociological research, the case study method was used, which had in the foreground the Sports Program Suceava High school, from Romania. The sampling comprised the high school grade students (XI-XII), registered from September 2015 to August 2019. The objectives of the study are to determine the main variables that have generated major changes in the total number of student places’ architecture and in graduate career choices. Socio-economic causes and educational policies justify the high flow of requests for transfer from this high school to other educational establishments, especially in the first year of training (IXth grade), but also to the school unit under consideration (frequent requests in the XIth grade). Unsustainable education policies, in relation to the requirements and exigencies of sport performance, but also the permissive legislation on operational transfer procedures, have a bearing on sporting performance, graduate career paths and, last but not least, on the ethical code (or it should have it) a sports-program high school. The psycho-intellectual development and psycho-behavioural development of sports students in an accessible school environment, tenderer and adapted to his own needs, can only be achieved through a continuous effort, in conjunction with a joint effort between school-parents-local authorities and institutions with legislative leverage.

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“…Creating an anti-bias curriculum requires a commitment to social justice, equity, and inclusivity. Through an anti-biased curriculum, students develop an awareness of difference, unfairness, and bias to support comfort in experiencing the emotional response (Beneke & Park, 2019). An anti-biased curriculum highlights human diversity, and its complexities are examined for a transformative impact on the community (Beneke & Park, 2019).…”

Section: Curriculummentioning

confidence: 99%

The effects of intersectionality on adolescent Black males accessing educational opportunities

Wyche

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Identity development support, explicitly supporting the intersectionality of race, class, and gender in Black adolescent males, impacts opportunity access within the educational experience. The purpose of this Action Research study was to examine the effects of intersectionality on Black adolescent males accessing educational opportunities at an urban public high school. Participants in Cycle 1 consisted of Black adolescent male students and teachers at the research site. Data collected in Cycle 1 consisted of semi-structured interviews. The findings of Cycle 1 expressed themes of self-advocacy skills, curriculum construction, representation, and the importance of social connections within the school experience for Black adolescent males accessing educational opportunities. Action steps, including self-advocacy and peer-to-peer support, were designed, implemented, and evaluated in Cycle 2 to investigate the impact on the effects of intersectionality for Black adolescent males accessing educational opportunities. Findings of Cycle 2 suggest the intersectionality of race, class, and gender has a tremendous impact on Black adolescent males' ability to access opportunities and requires educational leaders and stakeholders to consider interventions to support and engage student navigational agency throughout the educational experience. Implications of this action research encourage schools to consider the mobilization of peer support for accessing educational opportunities, examine white supremacy culture characteristics within institutional practices and policies, and actively teach a conceptual understanding of self-advocacy and skills to support Black adolescent males accessing opportunities.

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Introduction to the Special Issue: Antibias Curriculum and Critical Praxis to Advance Social Justice in Inclusive Early Childhood Education

Cited by 5 publications

References 26 publications

“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

“It Felt Like Waking up From Zombie Nation”: Introducing Early-Years Practitioners in Higher Education to Issues of Social Justice for Transformative Learning

The Impact of Educational Policies in High Schools With a Sports Profile

The effects of intersectionality on adolescent Black males accessing educational opportunities

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