Number 51
(2024)
Reconceptualizing Quality Early Care and Education with Equity at the Center
Full Issue
Articles
Introduction: Reconceptualizing Quality Early Care and Education with Equity at the Center
Mark Nagasawa and Cristina Medellin-Paz
Learning Stories as Assessment for Liberation
Helen Frazier
Be A Tree: Reconceptualizing Early Education through the Roots and Fruits Methodology of Teaching and Learning
Virginia Dearani
Stories from Three Native Hawaiian Alaka‘i about the Education of Young Children
Charis-Ann F. Sole, M. Nalani Mattox-Primacio, and Shin Ae Han
Redefining Quality to Center the Capabilities of Young Children
Soyoung Park, Sunmin Lee, Nnenna Odim, and Jennifer K. Adair
“I Want to Say the Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator and University Researcher Partnerships
Angie Zapata PhD; Mary Adu-Gyamfi, PhD; and Adrianna González Ybarra
“Pour Into the Teachers”: Learning From Immigrant Women of Color Through Conversations on “Quality” in Urban Early Education and Care
Seung Eun McDevitt and Louella Sween
Guest Editors
- Mark Nagasawa
- Cristina Medellin-Paz
Mark Nagasawa (yonsei, he/him) directs the Straus Center for Young Children and Families at Bank Street College of Education. His anthropologically-informed scholarship lies at the nexus of curriculum and policy studies, investigating how people across educational settings negotiate globally-circulating education reform agendas. This work is rooted in his upbringing as a great-grandchild of voluntary im/migrants; social safety net beneficiary; and child of a Head Start teacher-mom whose career began by volunteering in his classroom because he was “failing.”
Cristina Medellin-Paz (she/her/ella) is the Associate Director at the Straus Center for Young Children and Families at Bank Street College. Her research examines the systems and structures that support the early childhood workforce through professional development, leadership opportunities, and "stackable" credentials (e.g., credit-bearing credentials like the Child Development Associate leading to two-year, four-year, and graduate degrees). As a first-generation bilingual/bicultural developmental psychologist, she applies a critical lens in her research that uplifts and affirms communities of color.