Promoting Social Justice for Young Children

1. Auflage 2011
ISBN: 978-94-007-0570-8
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 180 Seiten

This book explores important current social justice issues that confront young children in America. A broad range of topics related to the fair treatment of young children and their families are approached with a fresh and hopeful energy. The central argument of this volume is that a fair and just society must protect the basic needs of all children so they are able to reach their full potential to learn, grow, and ultimately become productive democratic citizens. The book includes contributions from an impressive group of authors who have been consistent voices for the fair and equitable treatment of children in school and society. Each chapter examines a critical issue in child social justice with a focus on the current problem, historical importance of the issue, potential solutions, and a vision for the future. The book has been developed to reach a wide audience of professionals whose work involves children and who have grown concerned about social forces that cause child suffering and threaten the well-being or even the survival of children in the United States. Readers will come away with up to date information and a renewed commitment to being life-long advocates for children.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Preface;7
2;Contents;9
3;About the Contributors;11
4;Chapter 1;16
4.1;The Continuing Struggle for Social Justice for Children;16
4.1.1;Child Justice as an American Dilemma;17
4.1.2;What Must America Do?;17
4.1.3;A Window of Opportunity for Social Justice;18
4.1.4;Establishing Rights to Strengthen Social Justice;18
4.1.5;Building a New Consensus on the Rights of Children;19
4.1.6;Organization of This Volume;19
4.1.6.1;Safeguarding Child Welfare and Protecting Children’s Rights;20
4.1.6.2;Relevance and Meaningfulness in Early Learning Experiences;20
4.1.6.3;Children of the World in our Classrooms—Honoring Multiple Identities, Languages, and Knowledges;21
4.1.6.4;Educating Professionals for Social Justice Commitments;21
4.1.7;References;22
5;Safeguarding Child Welfare and Protecting Children’s Rights ;23
5.1;Chapter 2;24
5.1.1;Child Poverty, Child Care, and Children’s Rights;24
5.1.1.1;Michael’s Story;24
5.1.1.2;Poverty and Social Toxicity;25
5.1.1.3;Child Poverty in the United States;26
5.1.1.4;Child Care: The Tipping Point;27
5.1.1.5;The Child Care Deficit;28
5.1.1.6;The Discourse of Cost-Benefits versus Rights;30
5.1.1.7;Child Care as a Human Right;31
5.1.1.8;Recommendations for the Future—What Would it Take?;32
5.1.1.9;References;35
5.2;Chapter 3;38
5.2.1;Objectified Self, Objectified Relationships: The Sexualization of Childhood Promotes Social Injustice;38
5.2.1.1;Popularity Equals Having the Right Clothes?;38
5.2.1.2;Teasing and Bullying in First Grade?;38
5.2.1.3;Sexual Harassment in Kindergarten?;39
5.2.1.4;What’s Going On?;39
5.2.1.4.1;Media Madness;39
5.2.1.4.2;Consuming Kids;40
5.2.1.5;Consuming by Marketers’ Design;40
5.2.1.6;Why Does It Matter?;41
5.2.1.6.1;Extremely Limiting Gender Stereotypes;41
5.2.1.6.2;Remote Control Childhood;42
5.2.1.6.3;Objectified Relationships;42
5.2.1.7;Sexualized Childhood and Social Injustice;43
5.2.1.8;What Citizens, Parents and Teachers Can Do;43
5.2.1.8.1;Adults Can be Thoughtfully Involved with the Media in Children’s Lives;43
5.2.1.8.2;Take a Proactive Role in Helping Children Make Sense of What They See and Influencing What They Learn from It;44
5.2.1.9;Conclusion: Working for Change;45
5.2.1.10;References;45
5.3;Chapter 4;47
5.3.1;Child Justice, Caregiver Empowerment, and Community Self-Determination;47
5.3.1.1;Child Justice Means Justice for Caregivers and Communities;47
5.3.1.2;The Intergenerational Transmission of Poverty and the Educational Achievement Gap;48
5.3.1.3;Brain Development Depends on the Social Determinants of Health and Parental Emotional Availability;49
5.3.1.4;Parental Emotional Availability Depends on Relationships to Community Supports;49
5.3.1.5;Characteristics of Programs That Promote Caregivers’ Emotional Availability;50
5.3.1.6;Parent Engagement in Programs Offering Social Connectedness and Empowerment;50
5.3.1.7;Professional Caregivers’ Emotional Availability to Children and Families;51
5.3.1.8;Collaboration Among Systems of Care;52
5.3.1.9;Realigning Professional Caregivers and Their Institutions with the Strengths and Needs of the Families They Serve;52
5.3.1.10;Culturally Adapted Programs;53
5.3.1.11;The Touchpoints Approach—An Example;53
5.3.1.12;Bolstering the Power of Attachment to Optimize Parent–Child Interactions;54
5.3.1.13;Integrating Developmental, Relational, Strengths-based, Collaborative, Culturally Adapted Approaches;54
5.3.1.14;Challenges and Opportunities for Child Justice;55
5.3.1.15;References;55
5.4;Chapter 5;59
5.4.1;Not in Harm’s Way. Or are They? War, Social Justice, and Young Children in the United States;59
5.4.1.1;A Peace and Social Justice Framework;60
5.4.1.2;The Effects of War on Young Children in the United States with Parents Deployed in Military Combat;61
5.4.1.3;The Impact of the Wars on All Young Children in the United States;63
5.4.1.4;The Structural Violence of War: Budget Priorities have Consequences for Young Children;64
5.4.1.5;Transformations: Promoting Social Justice;65
5.4.1.5.1;Counteracting the Impact of War on Children;66
5.4.1.5.2;Advocating for Social Justice on Behalf of Young Children;66
5.4.1.6;References;67
6;Relevance and Meaningfulness in Early Learning Experiences ;69
6.1;Chapter 6;70
6.1.1;Playful Learning: Early Education that Makes Sense to Children;70
6.1.1.1;Introduction ;70
6.1.1.2;The Problem: Sense-Making Is Hard to Find;70
6.1.1.3;Start Making Sense: Multiple Contexts for Children’s Play;72
6.1.1.3.1;Luisa in a Multilingual Head Start;73
6.1.1.3.2;Milesky and Her Friends in a Pressured PreK;74
6.1.1.3.3;Alicia and Mrs. Bee’s Kindergarteners;77
6.1.1.4;Toward a Playful Future;79
6.1.1.5;References;80
6.2;Chapter 7;82
6.2.1;Education That Is Multicultural and Promotes Social Justice: The Need;82
6.2.1.1;History and Context;83
6.2.1.2;Early Multicultural Models for Young Children;84
6.2.1.3;Multicultural Education: New Approaches;84
6.2.1.3.1;Multicultural and Social Justice Education in the Early Childhood Classroom: Definitions;85
6.2.1.4;Social Justice;86
6.2.1.5;Multiculturalism and Social Justice Education: The Focus Today;87
6.2.1.6;Reasons for the Decline of Multicultural and Social Justice Classrooms;87
6.2.1.7;How Adults Engage Children in Multicultural and Social Justice Education;88
6.2.1.8;Teachers Who Give Us Hope;88
6.2.1.9;Recommendations;89
6.2.1.10;References;90
6.3;Chapter 8;92
6.3.1;Revolutionary Pedagogy: Art, Culture, and Place-Based Education in an Era of Standardization;92
6.3.1.1;Social Justice for Children Through the Lens of the Arts;92
6.3.1.2;The Arts in Public Education;93
6.3.1.3;Culture in the Classroom;95
6.3.1.4;America’s Testing Machine;96
6.3.1.5;Place-Based Education;97
6.3.1.6;Revolutionary Pedagogy;98
6.3.1.7;Conclusion;99
6.3.1.8;References;99
7;Children of the World in Our Classrooms-Honoring Multiple Identities, Languages, and Knowledges;101
7.1;Chapter 9;102
7.1.1;Working with Immigrant Children of “Undocumented” and “Mixed” Families;102
7.1.1.1;The Study;103
7.1.1.1.1;Theoretical Framework;104
7.1.1.2;Undocumented Immigrants and Their Children in the United States;104
7.1.1.3;Special Needs of Children from Undocumented and Mixed Families;105
7.1.1.3.1;Structural Vulnerabilities;106
7.1.1.3.2;Psychological Stress;107
7.1.1.3.3;Language Transition;108
7.1.1.3.4;New Gateway State Factor;108
7.1.1.4;Recommendations;110
7.1.1.4.1;Provide In-Service Training for School Personnel;110
7.1.1.4.2;Create and Maintain a Welcoming and Friendly Human Environment in School;112
7.1.1.4.3;Overcome Language Barriers;112
7.1.1.4.4;Work with Families and Community;113
7.1.1.4.5;Advocate for Social Policies for Children of Undocumented Immigrant Families;114
7.1.1.4.6;Future Research on Children of Undocumented and Mixed Families;115
7.1.1.5;References;116
7.2;Chapter 10;119
7.2.1;Challenging the Text and Context of (Re)Naming Immigrant Children: Children’s Literature as Tools for Change;119
7.2.1.1;The Problem of (Re)Naming Young Children;120
7.2.1.2;Discourse in/of (Re)Naming;123
7.2.1.3;Reading and Representing Institutional Discourses: Children’s Books as Tools for Change;123
7.2.1.3.1;(Re)Naming in Children’s Literature;125
7.2.1.4;Applying the Critical Cycle to Collectively Negotiate a Possible Solution;125
7.2.1.4.1;Critical Dialog Toward Action;128
7.2.1.5;Toward Social Justice: Fostering a Broader View of Diversity and Naming;129
7.2.1.6;Implications;130
7.2.1.7;References;131
7.3;Chapter 11;133
7.3.1;Creating Meaningful Contexts in Schools for English Language Learners;133
7.3.1.1;The Problems of English Language Learners;134
7.3.1.2;Learning from My Professional Experience;136
7.3.1.3;Perspectives and Possible Solutions;138
7.3.1.4;Recommendations for Research and Implications for Practice;139
7.3.1.5;References;141
8;Educating Professionals for Social Justice Commitments ;143
8.1;Chapter 12;144
8.1.1;Beyond Inclusion: Disability Studies in Early Childhood Teacher Education;144
8.1.1.1;Confronting Ableism in Theory and Practice;145
8.1.1.2;Adopting an Ethic of Belonging and Becoming;148
8.1.1.3;Honoring Disability Identity, Culture, and Politics;149
8.1.1.4;Conclusion;150
8.1.1.5;References;152
8.2;Chapter 13;154
8.2.1;Preparing Teachers of Young Children to be Social Justice-Oriented Educators;154
8.2.1.1;What is Social Justice-Oriented Teacher Education?;155
8.2.1.1.1;Definitions;155
8.2.1.2;Teaching a Capacity Approach to Young Children and Their Families;156
8.2.1.2.1;A Capacity Approach to Children with Disabilities;156
8.2.1.2.2;At Risk versus at Promise;156
8.2.1.2.3;A Rich Curriculum for Poor Children;158
8.2.1.3;Oppression, Inequity, and Equity Pedagogy;158
8.2.1.4;Practices for Social Justice Teacher Education;160
8.2.1.4.1;Inquiry;160
8.2.1.4.2;Multilevel–Multicultural Curriculum Planning;163
8.2.1.5;Looking Forward: Sharpening Understanding of Teaching for Social Justice;164
8.2.1.6;References;166
8.3;Chapter 14;169
8.3.1;Protecting the Rights of All Children: Using What We Know;169
8.3.1.1;Non-discrimination;170
8.3.1.2;Right to Life, Survival, and Development;171
8.3.1.3;Best Interests of the Child and Views of the Child;173
8.3.1.4;Conclusions;175
8.3.1.5;References;175
9;Author Index;176
10;Subject Index;180