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A Critical Discourse Analysis of "At...

Carela, Berta Maria.

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A Critical Discourse Analysis of "At Risk" Policies in Early Childhood Education: (Re)Forming Policies and Praxis through Women of Color Feminisms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Critical Discourse Analysis of "At Risk" Policies in Early Childhood Education: (Re)Forming Policies and Praxis through Women of Color Feminisms./
作者:	Carela, Berta Maria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	242 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835971
ISBN:	9798645473235

A Critical Discourse Analysis of "At Risk" Policies in Early Childhood Education: (Re)Forming Policies and Praxis through Women of Color Feminisms.
Carela, Berta Maria.

A Critical Discourse Analysis of "At Risk" Policies in Early Childhood Education: (Re)Forming Policies and Praxis through Women of Color Feminisms. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 242 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--New Mexico State University, 2020.

This item must not be sold to any third party vendors.

Keywords: At risk discourses; early childhood; education policies; women of color feminisms. This study exemplifies the Womanist and Women of Color feminist, critical paradigms that frame and shape my engagement in early childhood education. Based on Womanist (Maparyan, 2012) and Women of Color (Anzaldua, 2000, 2012, 2015; Collins, 2009) endarkened (Dillard, 2006) epistemologies, I problematize the construction of "at risk" discourses in education as a disaster methodology that minoritizes children of color, English language learners, immigrant children, children with special rights and abilities, and others who are positioned outside the hegemony. I weave a standpoint-informed methodology through critical discourse analysis, constant comparison, and reflective journaling which leads my explorations into the policies that guide our enactments of education in the early childhood classroom. Starting with the at risk methodologies and interventions-setting event that began with the publication of A Nation at Risk (1983), I turn to explore the landscape of national education policies through a focused analysis of literacy in education as instrumentalized through the Every Student Succeeds Act (ESSA). I shift from the national landscape to the local, and contextualize my explorations of early childhood policies through critical discourse analysis of the legislative framing of education for minoritized children in the state of New Mexico, as exemplified by House Bill 111. With discourses of hope and promise for my proposed exemplary shifts, I present my vision of early childhood education through Women of Color onto-epistemological paradigms. Within these paradigms of expansiveness in education, I conclude my study with recommendations for future research and policy, including my invitation for all to participate in a radical paradigmatic re-envisioning that begins by relanguaging our policies and praxes with words of promise. In the vision of early childhood education that I am proposing, families and "outsider knowledges" are at the center, and the focal points of a loving and caring early childhood education lifeworld, where culturally relevant and responsive pedagogy is the fertile ground for individual and collective growth.

ISBN: 9798645473235Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

At risk discourses

A Critical Discourse Analysis of "At Risk" Policies in Early Childhood Education: (Re)Forming Policies and Praxis through Women of Color Feminisms.
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