scholarly journals A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools

2021 ◽  
Author(s):  
Natalie Royer
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Critical Race Theory ◽  
Black Students ◽  
Inclusive Education ◽  
Parent Engagement ◽  
Ministry Of Education ◽  
Children And Families ◽  
Race Theory ◽  
Education Policies

Ontario schools have been criticized for maintaining inequitable practices and environments. To combat this inequity, the Ontario Ministry of Education created the PPM No.119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (Ontario Ministry of Education, 2009). In this study, I undertake a content analysis of the policy focusing on the words ‘race’ and ‘parents’ in order to explore whether or not racialized children and families, specifically the Black community, may benefit from this policy. Critical Race Theory and a parent engagement framework guided my analysis. The results indicated that this policy may actually exclude students and families, particularly Black students and families, as opposed to creating more equitable and inclusive opportunities. Recommendations are made for promoting anti-racist practices by early childhood educators and teachers and working toward ensuring the accountability of administrators.

scholarly journals A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools

2021 ◽  
Author(s):  
Natalie Royer
Keyword(s):  
Early Childhood ◽  
Content Analysis ◽  
Critical Race Theory ◽  
Black Students ◽  
Inclusive Education ◽  
Parent Engagement ◽  
Ministry Of Education ◽  
Children And Families ◽  
Race Theory ◽  
Education Policies

Ontario schools have been criticized for maintaining inequitable practices and environments. To combat this inequity, the Ontario Ministry of Education created the PPM No.119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (Ontario Ministry of Education, 2009). In this study, I undertake a content analysis of the policy focusing on the words ‘race’ and ‘parents’ in order to explore whether or not racialized children and families, specifically the Black community, may benefit from this policy. Critical Race Theory and a parent engagement framework guided my analysis. The results indicated that this policy may actually exclude students and families, particularly Black students and families, as opposed to creating more equitable and inclusive opportunities. Recommendations are made for promoting anti-racist practices by early childhood educators and teachers and working toward ensuring the accountability of administrators.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

(Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education

2016 ◽  
Vol 17 (4) ◽  
pp. 442-446 ◽  
Author(s):  
Sara Michael Luna
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Graduate Program ◽  
Linguistically Diverse ◽  
Early Childhood Teacher ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice ◽  
Admissions Policy ◽  
Linguistically Diverse Students

Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA’s perceived academic language demands; (2) A tension emerged between financial demands of edTPA and the constraints of immigrant and linguistically diverse students; and (3) edTPA rubrics and requirements required students of color to write and rewrite their teaching selves to match the external standard.

scholarly journals La formación del pedagogo infantil en relación con la educación especial o los procesos de inclusión// The infant teacher training regarding special education or inclusion processe.

2012 ◽  
Vol 3 (1) ◽  
pp. 124
Author(s):  
Oleg Vasquez Arrieta ◽  
Carolina Susana Bernett Olivares ◽  
Lebisth María González Suárez ◽  
Jennifer Cabarcas Caro
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Educational Needs ◽  
Education Policies ◽  
Childhood Education ◽  
Educacion Especial

Con el desarrollo de las políticas de educación inclusiva en Colombia encontramos que a las instituciones de educación inicial están llegando niños que se pueden cobijar bajo el concepto de la diversidad, siendo así nos preguntamos por la formación de las maestras quelos atenderán. Para responder la pregunta indagamos en los planes de estudio de las licenciaturas en Pedagogía Infantil o Educación preescolar las asignaturas con denominaciones relacionadas con los procesos de educación especial o inclusión, encontrando que se desarrollan contenidos que atienden los elementos conceptuales de la inclusión, las necesidades educativas especiales, la educación especial y la integración.ABSTRACT:With the development of inclusive education policies in Colombia found that initial education institutions are reaching children can shelter under the concept of diversity, being so we asked for the formation of the teachers that attend. To answer the question we inquire into the curricula of the degree in Early Childhood Education or Preschool denominations subjects with processes related to special education or inclusion, finding that develop content that address the conceptual elements of inclusion, educational needs special, special education and integration.

scholarly journals Shooting for neutrality? Analysing bias in terrorism reports in Dutch newspapers

2020 ◽  
pp. 175063522090940
Author(s):  
Linda de Veen ◽  
Richard Thomas
Keyword(s):  
Content Analysis ◽  
Critical Race Theory ◽  
The Netherlands ◽  
News Coverage ◽  
Race Theory ◽  
The Public ◽  
Coverage Bias ◽  
Media Practices ◽  
Racial Ethnic ◽  
Bias Selection

Similar to other nations, terrorism is a compelling preoccupation in the Netherlands. One issue in the public debate concerning news coverage is whether it fairly reports the perpetrators’ racial, ethnic and religious backgrounds. This article asks whether there is disproportionate attention (coverage bias), selection (gatekeeping bias) and presentation (statement bias) in various Dutch newspapers between 2015 and 2017. Using content analysis, the authors find all three types of bias present, albeit to different degrees. We propose that Critical Race Theory (CRT) usefully explains how bias is often unintentional and that journalistic outcomes are the consequence of unconsciously imprinted ideas about what constitutes a ‘terrorist’, facilitated and amplified by institutionalized media practices and wider societal power relations.

(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children

2018 ◽  
Vol 42 (1) ◽  
pp. 203-225 ◽  
Author(s):  
Mariana Souto-Manning ◽  
Ayesha Rabadi-Raol
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Race Theory ◽  
Young Children ◽  
Best Practice ◽  
White Supremacy ◽  
American English ◽  
Race Theory ◽  
Childhood Education ◽  
Definition Of

In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.

scholarly journals Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation

2021 ◽  
Vol 41 (1) ◽  
pp. 45-56
Author(s):  
Christine L. Hancock ◽  
Chelsea W. Morgan ◽  
James Holly
Keyword(s):  
Early Childhood ◽  
Critical Race Theory ◽  
Personnel Preparation ◽  
Critical Race ◽  
Race Theory ◽  
Children Of Color ◽  
Preparation Programs ◽  
Classroom Ecology

Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.

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