ERIC Number: EJ911213
Record Type: Journal
Publication Date: 2011-Jan
Abstractor: As Provided
Reference Count: 69
Countering the Politics of Class, Race, Gender, and Geography in Early Childhood Education
Wright, Travis S.
Educational Policy, v25 n1 p240-261 Jan 2011
Mirroring many of the same social and geographic inequities present in the K-12 educational system, the promise of early childhood education has been unfulfilled for many young children and their families. Social norms and funding structures, including the lack of universal, publicly funded high-quality preschool offerings, have served to perpetuate gender, class, economic, and racial inequity. The outcomes of these inequities are clearly manifested in the politics of universal preschool access and quality. In this policy analysis, the author discusses disparities in preschool access and quality, critiques social and political barriers to equitable distribution of preschool resources, and suggests several strategies for countering the current politics of class, race, gender, and geography in early childhood education. Findings from this analysis suggest that in order to provide high-quality early childhood education for all children, policy makers and advocates must address structural and attitudinal inequities.
Descriptors: Early Childhood Education, Role of Education, Young Children, Equal Education, Enrollment Rate, Poverty, Economic Status, Educational Environment, Race, Geography, Politics of Education, Policy Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A