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What do you see as the relationship of family-school-community and…

- - - - Nationally-agreed upon values and support for the actions to meet these values
        
        If left unchecked, belief systems of the cultural majority will provide the basis for these documents
        
        Issues with DAP
        
        Bourdieu's CCT
        
        European countries' documents are short and directly reference democratic practice
    - - Reconceptualizing 'school' as a place for everyone
        
        Includes/places greater focus on the global majority
        
        Has the potential to introduce a trans-disciplinary perspective
        
        Success of the Two-Generation Framework
        
        "A community of adults—only some of whom are educators—can collaboratively and productively contribute to an early childhood education that is worthy of children – and the name of the community itself."
        
        Requires openness to change
        
        Reconceptualizing ECE
        
        Reggio (the city) does this!
      - Decentralization allows local communities to respond to their specific populations' needs
        
        How to increase participation?
        
        Will increased participation without critical self-reflection result in interest convergence and actually serve to further harm those already oppressed?
  - - - Anti-Bias Goals for ECE
      - Rejection of deficit thinking/theorizing
      - The Reggio Emilia approach is intended to effectively serve ALL populations
        
        Curriculum should be inclusive
        
        When curriculum is emergent/contextual instead of pre-determined, it is more likely to be inclusive.
      - What do people want to be called?
    - - Community Cultural Wealth
      - Considering the role of intersectionality and privilege
      - Support for the Two-Generation Framework
      - Use of Critical Race Theory, Culturally-Relevant and Sustaining Pedagogies, and Translaguaging
    - - Becoming a CRT - self-reflection
      - Expand thinking AND teaching to value all forms of cultural capital
      - Use of pedagogical documentation as a tool for reflection
      - Remediation and Recentering
    - - Becoming a CRT - raising self-awareness through self-study
      - Professionalism as the development of 'critical dispositions'
        
        How do non-educators who we hope participate in democracy develop this self-awareness?
      - Casting a 'queer eye'
        
        How do gender and sexuality function in democracy?
      - Consider the effectiveness of visible and invisible pedagogies
        
        Immigrant parents believe their children will benefit from the traditional U.S. educational model
        
        How to honor these beliefs while trying to change the system/advocate for these children and families?
- - - - Ideologies of Pathology create an 'efficient' focus for education
        
        If we can form all children to the model, then they will work efficiently and productively to benefit the society built around the model
      - Bourdieu's CCT has led to defining cultures as 'wealthy' or 'poor'
        
        What other economic and productivity-related words do we use in the field? (e.g. 'rich' environments, 'process' and 'product', etc..)
      - Interest Convergence
        
        Things only change if they are in the best financial interests of those already in power
    - - Labeled as 'Other'
      - The opposite of curriculum as imagined childhood - intentional, inclusive, imaginative
    - - Issues with DAP
      - Deficit thinking and the banking method of education
      - The idea of 'curriculum' is narrowing and diversity is being used to exclude children
  - - - Interest convergence plays a huge role here
      - View of ECE as a mechanism through which to perpetuate oppressive systems, either consciously or unconsciously
        
        This is where definitions of 'quality' become problematic. As they are cemented into policy decisions, groups holding power see their ideologies validated and solidified
        
        Who is missing from policy decisions? This is why democratic practice is important - otherwise there is no stopping force
    - - Other countries and locales within the U.S. have different ideas about what is developmentally appropriate
        
        Visible vs. Invisible pedagogies
        
        CCW and Funds of Knowledge
        
        Issues with DAP
      - Does nothing to challenge dominant ideologies
        
        Including those regarding gender and sexuality
      - Lacks the ability to view this as merely one perspective
        
        which disregards...
        
        Intersectionality
        
        CCW and forms of capital
    - - How does this remove the humanity from families and their children?
      - This is historically how ECE has been considered
        
        Past scientific knowledge regarding ECE has been refuted but continues to be utilized to justify practice and policy
        
        Issues with DAP
- - - - Module 1 Authors
        
        Module 2 Authors
        
        Module 3 Authors