Reconceptualizing Quality Early Care and Education with Equity at the Center
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Description
Issue 51 of the Bank Street Occasional Papers Series is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence’s 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. They have argued that the homogenization of ECE practices is a factoryization of early childhood that undermines cultural pluralism and the field’s equity aspirations. This raises an imperative to explore ideas and practices that go “beyond quality,” particularly through what Dahlberg and colleagues have called the “ethics of an encounter.” In essence these ethical encounters are instances where early childhood educators practice democracy, including navigating conflicts, thereby creating equity-centered change through their small, day-to-day interactions and meaning-making with others (Dahlberg et al., 2013).
Publication Date
Spring 5-9-2024
Publisher
Bank Street College of Education
City
New York City
Keywords
early childhood education, equity, quality
Disciplines
Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education | Early Childhood Education
Recommended Citation
Nagasawa, M., & Medellin-Paz, C. (2024). Reconceptualizing Quality Early Care and Education with Equity at the Center. Bank Street College of Education. https://educate.bankstreet.edu/sc/14