A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s

Autor/inn/en	Pérez, Michelle Salazar; Saavedra, Cinthya M.
Titel	A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s
Quelle	In: Review of Research in Education, 41 (2017) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Early Childhood Education; Child Care; Geographic Location; African Americans; Hispanic Americans; Feminism; Social Influences; Political Issues; United States History; Epistemology; Scholarship; Minority Group Children; Developmentally Appropriate Practices; Educational Quality; Evaluation Methods; Culturally Relevant Education; Teacher Education Programs; Teacher Competencies + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Afroamerikaner; Hispanic; Hispanoamerikaner; Feminismus; Sozialer Einfluss; Politischer Faktor; Erkenntnistheorie; Scholarships; Stipendium; Entwicklungsbezogene Bildung; Quality of education; Bildungsqualität; Lehrkunst
Abstract	In this chapter, we call for onto-epistemological diversity in the field of early childhood education and care (ECEC). Specifically, we discuss the need to center the brilliance of children and communities of color, which we argue, can be facilitated by foregrounding global south perspectives, such as Black and Chicana feminisms. Mainstream perspectives in ECEC, however, have been dominantly constructed from global north perspectives, producing a normalized White, male, middle-class, heterosexual version of childhood, where minoritized children are viewed as deficit. Although there have been important challenges to the discourse of a normalized, deficit child, we argue much of this work has remained grounded in global north positionings, which separate theory from the lived realities of children of color. As such, we introduce Black and Chicana feminisms as global south visions to transform approaches to research and pedagogy in ECEC and, in turn, disrupt inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01