The role of culture in program improvement

Lubeck, Sally; Jessup, Patricia A.; deVries, Mary; Post, Jackie

doi:10.1016/s0885-2006(01)00121-1

Cited by 20 publications

(15 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding is consistent with a research project on the role of culture in early childhood education program improvement. Lubeck, Jessup, deVries, and Post (2001) conclude that although culture is acknowledged in major policy documents, the subtle and complex ways in which differences are manifest through discourse and other social practices-practices that support particular forms of instruction and enable and constrain social relations of various kinds-are seldom examined. (p. 519)…”

Section: Discussionmentioning

confidence: 99%

Who is a Good Early Childhood Educator? A Critical Study of Differences within a Universal Professional Identity in Early Childhood Education Preparation Programs

Langford

2007

Journal of Early Childhood Teacher Education

View full text Add to dashboard Cite

This article reports on a qualitative research project that examined ways in which pedagogical discourses within an early childhood education college preparation program construct a universal identity of the "good early childhood educator." Drawing upon theoretical explanations of the concept of difference in professional identification, a discursive analysis of the research participants' views indicates that the good early childhood educator is, on the whole, perceived as possessing a single, normative identity that is decontextualized from social relations. Cultural differences are simultaneously recognized, managed and denied through several discursive moves. If, however, diversity in the early childhood education (ECE) workforce is desired, then recognition of the value of difference needs to be integral and central to the construction of a professional early childhood educator identity, so that new social relations in the classroom can be structured.

show abstract

Section: Discussionmentioning

confidence: 99%

Who is a Good Early Childhood Educator? A Critical Study of Differences within a Universal Professional Identity in Early Childhood Education Preparation Programs

Langford

2007

Journal of Early Childhood Teacher Education

View full text Add to dashboard Cite

show abstract

“…In Sally's later works, several years before her death, she had two very large projects: the OECD project, 'Starting Strong' refl ected in Lubeck (2001aLubeck ( , 2001b, and her Spencer Foundation funded project on Head Start as cultural communities (refl ected in Lubeck et al, 2001). These last studies build and expand upon her policy arguments from her earlier work.…”

Section: Here She Concludesmentioning

confidence: 91%

“…However, in her fi nal set of studies on Head Start (e.g. Lubeck et al, 2001), Sally returned to a postmodern perspective where she focuses on the importance of local as well as global understandings, and the importance of including the knowledge, beliefs, and value systems in different cultural communities of care, particularly in the federalist traditions of the USA. She pointed toward the continuing need to pay attention to an ethics and philosophy of how societies and communities might care for themselves and their children, while respecting the diversity of knowledge that different communities represented.…”

Section: From Liberal Feminist To Critical Post-structural and Feminmentioning

confidence: 99%

“…These 'welfare queens' as Valerie Polakow quoted one legislator as calling poor (low-income) mothers during the debates about the 1996 law were a focus of Sally's 'eyes' and 'heart' . From Sandbox Society to her last work with Head Start (see Lubeck, 1985;Lubeck, et al, 2001), Sally's focus was on how the American society could be made more 'just' for different families, and particularly, women perceived (along with their children) to be 'at risk' and in need of intervention to become 'normal' . Sally's interest in poor single mothers was also represented in her earlier article on the epistemology of 'at risk' (Lubeck and Garrett, 1990), published in the British Journal of the Sociology of Education.…”

Section: Here She Concludesmentioning

confidence: 99%

“…In Sally's last article with several (now former) graduate students (Lubeck et al, 2001), she looks again at local communities and Head Start as both a national as well as locally constructed community. Her discussion of localities as sites for discussion echoes the Dahlberg et al article she reviews, and their work in Reggio Emilia in Sweden and in Italy.…”

Section: Here She Concludesmentioning

confidence: 99%

See 2 more Smart Citations

gender, work, and child care

Bloch

2008

Journal of Early Childhood Research

View full text Add to dashboard Cite

Downloaded from journal of early childhood research 6(1) 32 and education, and qualitative and policy-oriented research methodologies, more generally.This interpretation of Sally's message to us about the topics of gender, work, and child care utilizes her own language, to the extent possible. Interpretations made are of course mine and not hers, though I have made an attempt to be faithful to what she (and co-authors) appeared to be stating. The article ends with my own conclusions related to some of the lessons we might take from her work as we move further into the 21st century -a period of cultural uncertainty and anxiety but also one fi lled with new openings and possibilities related to childhood, education, families, and their relations with societies around the world. the personal and professionalSally Lubeck's research and my own included many shared areas and experiences over a 25-year period. This exploration of her work thus incorporates discussions we had related to different cross-national policies, and within the context of family support policies present in the USA during the last quarter of the 20th century. Unavoidable, in this article as in most writing and research, the personal and political are intertwined, and so, too, were our personal, professional and political lives -as friends and colleagues as well as academics and parentsbalancing our various types of work and pleasures with our children over time (e.g. see Bloch, 1998).Sally was committed to greater 'progress' in rethinking or reconceptualizing policy for families and for societies, both in the USA, and elsewhere. She understood, in addition, that this reconceptualization has to take account of the myriad contexts in which policy decisions take place and are enacted, including the context of an increasingly globalized, uncertain, postmodern, and interconnected world.Sally Lubeck had a background in psychological studies of early childhood education and child care, as well as a deep interest in anthropological studies of childhood. She had a deep appreciation for cross-cultural studies of childhood and child care and education worldwide, as well as an appreciation of the need to understand how the shaping of policies, particularly within and across nations had to be understood within particular cultural and historical backgrounds of the nations or the communities she was studying. Sally, in addition, held a deep respect for different ways of knowing, the importance of bringing interdisciplinary knowledge, theories, and methods together to attempt to understand problems and to analyze possibilities for solutions.She, along with others, brought multiple critical theoretical lenses to bear on early education and child care, on child development and even on Developmentally Appropriate Practices (DAP) guidelines that have so dominated discussions of at WESTERN OREGON UNIVERSITY on

show abstract

Cross-Informant Evaluations of Preschoolers’ Adjustment in Different Cultures

Israelashvili

2016

Early Childhood Educ J

View full text Add to dashboard Cite

The role of culture in program improvement

Cited by 20 publications

References 25 publications

Who is a Good Early Childhood Educator? A Critical Study of Differences within a Universal Professional Identity in Early Childhood Education Preparation Programs

Who is a Good Early Childhood Educator? A Critical Study of Differences within a Universal Professional Identity in Early Childhood Education Preparation Programs

gender, work, and child care

Cross-Informant Evaluations of Preschoolers’ Adjustment in Different Cultures

Contact Info

Product

Resources

About