Diversities in Early Childhood Education

"By reading this book, in addition to seeing culturally responsive education taking place in classrooms across the country, readers have the opportunity to learn about policies and programs that honor families and communities as experts, adapting common notions of "best" working with the communities to which children belong to rethink and come to a shared ownership of what best truly means. Through the exploration of diverse studies, the editors and authors invite readers to rethink and do diversity in teaching, policy-making, programming, and educating teachers." -- Teachers College Record, June 27, 2008 Wilma Robles de Melendez Program Professor of Early Childhood Education, Nova Southeastern University "This book is appropriate at graduate level. Both Master and doctoral level courses in early childhood and multicultural education might use it as a textbook. Several chapters seem to be appropriate for students majoring in special education, reading/literacy and ESOL/bilingual education. Due to the comprehensive nature of the chapters, if I taught courses such as Diversity in Early Childhood I would adapt this book as a supplementary textbook. . . Yes, I feel that this is publishable project. I strongly feel that the need for this project and the significance of the book are well-documented in the overview of the proposal. This book seems to have potentials to help professionals and students develop a better approach toward diversity in the classrooms. Each chapter seems to be built upon sound research and be aligned with the conceptual framework of the book. The illustrations of these various inclusive practices are promising to generate reflection and development of new practices in the readers classrooms." Tunde Szecsi Associate Professor of Early Childhood Education, Florida Gulf Coast University "This book could be used as part of a graduate course in early childhood education practices and as supplementary reading in education foundation courses. . . This is an anthology which presents a variety of voices around the issue of diversity. The many different perspectives provide valuable angles in the exploration and analysis of diversity in early childhood education. . . Yes, its publishable."

Celia Genishi is Professor of Education at Teachers College, Columbia. A. Lin Goodwin is Professor of Education at Teachers College, Columbia.

Part I: Introduction Responding to Multiple Diversities in Early Childhood Education: How Far Have We Come? Ranita Cheruvu, A. Lin Goodwin, and Celia Genishi Part II: Rethinking Identities of Children in Transformed Curricular Contexts On Listening to Child Composers: Beyond "Fix its" Anne Haas Dyson Room to Move: How Kindergarteners Negotiate Literacies and Identities in a Mandated Balanced Literacy Curriculum Marjorie Siegel and Stephanie Lukas Learning English in School: Rethinking Curriculum, Relationships, and Time Susan Stires and Celia Genishi Teaching Caring: Supporting Social and Emotional Learning in an Inclusive Early Childhood Classroom Susan L. Recchia Marginalization, Making Meaning, and Mazes Susan Grieshaber Thought-Provoking Moments in Teaching Young Children:Reflections on Social Class, Sexual Orientation and Spirituality LeslieR. Williams and Nadjwa L. E. Norton Part III: Rethinking Policies and Programs Digital Literacies for Young English Learners: Productive Pathways toward Equity and Robust Learning Althea Scott Nixon and Kris D. Gutirrez Listening to the Voices of Immigrant Parents Jennifer Adair and Joseph Tobin Keiki Steps: Equity Issues in a Parent-Participation Preschool Program for Native Hawaiian Children Marci Waialeale Sarsona, Sherlyn Goo, Alice Kawakami, and Kathryn Au Catching up with Globalization: One States Experience of Reforming Teacher Education in the 21st Century Sharon Ryan and Carrie Lobman Part IV: Rethinking Teacher Education and Professional Development Talk about Children: Developing A Living Curriculum of Advocacy and Social Justice Beatrice S. Fennimore Disrupting the taken-for-granted: Autobiographical analysis in preservice teacher education A. Lin Goodwin & Michele Genor Community College Students Talk about Play and Early Childhood Teacher Education for Social Justice Rachel Theilheimer Envisioning and Supporting the Play of Preschoolers: What the Frame Does to the Picture Rebekah Fassler and Dorothy Levin Going Beyond Our Own Worlds: A First Step in Envisioning Equitable Practice Susi Long, Clavis Anderson, Melanie Clark, & Becky McCraw Part V: Conclusion Diversities Across Early Childhood Settings: Contesting Identities and Transforming Curricula Celia Genishi and A. Lin Goodwin