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Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
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Abstract:
The Early Childhood Education and Care (ECEC) landscape, much like the K-12 education system in Ontario, is largely encompassed by bias-free, neutral and colourblind narratives of identity and social location (Author 1, 2018). These discursive practices portray young children and early learning settings as raceless and equal spaces that engage children in interactions and discussions of race and identity are inappropriate. Education in Ontario and Canada as an entity is marked by myth of the Canadian nation-state (Thobani, 2007) through celebratory, themed, recognition-based initiatives that mark differences, while leaving the status quo of whiteness unchallenged and intact (DiAngelo, 2018). The objective of the paper is to challenge discursive norms that perpetuate the dominant norm that young children do not see or notice race and are insulated from processes of racial socialization, through a reconceptualist framework. The paper does this by centering the socialization of race and identity in Ontario, Canada’s most diverse province and one of the most ethno-racially diverse regions in the world. This paper not only disputes the common misconception that ECEC sites are neutral spaces, but also re-centers these spaces as political as well as potential sites of resistance.
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Keyword:
childhood; Critical Race Theory; Curriculum and Social Inquiry; discourse; diversity; Early Childhood; Early Childhood Education; Indigenous Education; Kindergarten Teacher Education; Pre-Elementary; race; reconceptualist; socialization
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URL: https://digitalcommons.unomaha.edu/ctlle/vol4/iss2/2 https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1075&context=ctlle
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42 |
Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
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In: Graduate Theses and Dissertations (2019)
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43 |
Optimizing Early Intervention for Preschoolers' Vocabulary Development
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In: Graduate Theses and Dissertations (2019)
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44 |
An Examination of the Roles of Classroom Quality and Approaches to Learning on the Early Academic Skills of Latino Dual Language Learners Enrolled in Head Start
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In: Graduate Theses and Dissertations (2019)
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45 |
Book-Sharing as a Context for Fathers and Mothers to Enhance Language Development of their Preschool Children
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Seven, Yagmur. - : Digital Commons @ University of South Florida, 2019
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In: Graduate Theses and Dissertations (2019)
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46 |
An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices
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47 |
Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
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48 |
Art as a Mediating Tool: Children and Learning in a Music and Arts-Based After School Program
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In: Open Access Theses & Dissertations (2019)
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49 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
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50 |
Linguistic Interactions of Spanish Speaking Mexican American Families
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In: Dissertations (2018)
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51 |
Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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52 |
Revisiting a Classic: A Book Review of Understanding Reading: A Psycholinguistic Analysis of Reading and Learning
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In: Networks: An Online Journal for Teacher Research (2018)
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53 |
Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue
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In: Electronic Theses and Dissertations (2018)
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54 |
Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs
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In: ETSU Faculty Works (2018)
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55 |
Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge
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In: ETSU Faculty Works (2018)
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56 |
Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library
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In: ETSU Faculty Works (2018)
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57 |
Read, Write, and Relax: Teachers Perspectives on the Decrease of Naptime in Kindergarten
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In: Honors College Theses (2018)
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58 |
Helping Pre-Service Teachers Understand the "T" and "Q" in LGBTQ
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In: National Youth Advocacy and Resilience Conference (2018)
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59 |
Die Sprache der Sprachförderung - ist das sprachliche Handeln an die Förderbedarfe von DaZ-Kindern angepasst?
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 81-98 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
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60 |
A Study of Ghanaian Kindergarten Teachers' Use of Bilingual and Translanguaging Practices
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In: Graduate Theses and Dissertations (2018)
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