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© 2015

Against Race- and Class-Based Pedagogy in Early Childhood Education

  • Authors
Book

Part of the Palgrave Studies in Urban Education book series (PSUE)

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Legacies of Race- and Class-Based Pedagogies in Early Childhood

    1. Front Matter
      Pages 1-1
    2. Stephanie C. Smith
      Pages 3-11
    3. Stephanie C. Smith
      Pages 13-42
    4. Stephanie C. Smith
      Pages 43-63
  3. Inside Classrooms, Inside Pedagogy

    1. Front Matter
      Pages 65-65
    2. Stephanie C. Smith
      Pages 67-102
    3. Stephanie C. Smith
      Pages 103-114
    4. Stephanie C. Smith
      Pages 115-130
    5. Stephanie C. Smith
      Pages 131-143
    6. Stephanie C. Smith
      Pages 145-152
    7. Stephanie C. Smith
      Pages 153-167
  4. Differing Pedagogies, Differing Outcomes

    1. Front Matter
      Pages 169-169
    2. Stephanie C. Smith
      Pages 171-199
  5. Back Matter
    Pages 219-239

About this book

Introduction

This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy. The structure of classroom pedagogies is defined using Basil Bernstein's theories of visible and invisible pedagogy.

Keywords

Early childhood education Reggio Emilia Head Start Basil Bernstein progressive pedagogy child-centred teaching Chicago urban education prekindergarten minority students/children childhood education Classroom Management education kindergarten

About the authors

Stephanie C. Smith is Assistant Professor of Curriculum and Instruction at the University of Illinois at Urbana-Champaign, USA.

Bibliographic information

Reviews

"In descriptive style, Smith uses direct classroom observations to bring to life some of the mechanisms by which the less visible curricula of a progressive approach can be successfully implemented with low-income minority children. This timely book revives still-relevant questions, while echoing findings of curriculum comparison studies of the 1960s and 1970s that demonstrated the effectiveness of using child-initiated, non-didactic approaches in high-poverty preschool settings. A must-read catalyst for expanding this important and unfinished conversation." - Kristen Kemple, Professor of Early Childhood Studies, University of Florida, USA