Against Race- and Class-Based Pedagogy in Early Childhood Education

by Stephanie C. Smith

Overview

This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy. The structure of classroom pedagogies is defined using Basil Bernstein's theories of visible and invisible pedagogy.

Product Details

ISBN-13:	9781137482013
Publisher:	Palgrave Macmillan US
Publication date:	09/29/2015
Series:	Palgrave Studies in Urban Education
Edition description:	1st ed. 2015
Pages:	239
Product dimensions:	5.51(w) x 8.50(h) x 0.02(d)

About the Author

Stephanie C. Smith is Assistant Professor of Curriculum and Instruction at the University of Illinois at Urbana-Champaign, USA.

Table of Contents

PART I: LEGACIES OF RACE AND CLASS BASED PEDAGOGIES IN EARLY CHILDHOOD
1. A Look inside Two Chicago Preschools
2. Early Childhood Policy and Practice
3. Urban Early Childhood
PART II: INSIDE OF CLASSROOMS, INSIDE OF PEDAGOGY
4. Classroom Teaching
5. The Development Of The Whole Child
6. Classroom Management
7. Roles of Teachers and Language Codes
8. Field Trips and Demonstrating Internalization
9. Engaging Parents
PART III: DIFFERING PEDAGOGIES, DIFFERING OUTCOMES
10. Pedagogical Differences and Child Outcomes
11. Against Race- and Class- Based Teach in Early Childhood Education

Editorial Reviews

"In descriptive style, Smith uses direct classroom observations to bring to life some of the mechanisms by which the less visible curricula of a progressive approach can be successfully implemented with low-income minority children. This timely book revives still-relevant questions, while echoing findings of curriculum comparison studies of the 1960s and 1970s that demonstrated the effectiveness of using child-initiated, non-didactic approaches in high-poverty preschool settings. A must-read catalyst for expanding this important and unfinished conversation." - Kristen Kemple, Professor of Early Childhood Studies, University of Florida, USA

From the Publisher