Equity as Praxis in Early Childhood Education and Care
Equity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.
This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs.
- includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach
- draws on a reconceptualist lens to present a critique of developmentalist approaches
- encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts
—Minoo Derayeh, Associate Professor, Department of Equity Studies, York University
—Paul Banahene Adjei, Associate Professor, Social Work, Memorial University of Newfoundland
—Emis Akbari, Professor and Program Coordinator, Early Childhood, George Brown College