Assessing Contexts, Not Children: Working Towards Early Educational Equity by Prioritizing Agentic Learning Experiences Over Control

被引：0

作者：

Adair, Jennifer Keys ^{[1
]}

Jones, Natacha Ndabahagamye ^{[2
]}

机构：

[1] Univ Texas Austin, Curriculum & Instruct, Austin, TX 78712 USA

[2] Univ North Texas, Teacher Educ & Adm, Denton, TX 76203 USA

来源：

EDUCATIONAL FORUM | 2024年 / 88卷 / 04期

关键词：

Racism; early childhood education; children's agency; educators; learning; deficit-thinking; HIGH-STAKES ACCOUNTABILITY; CLASSROOMS; LANGUAGE; CULTURE; RACE;

D O I：

10.1080/00131725.2024.2383128

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

United States policymakers and education leaders continue to assess young children as if their learning contexts are neutral and harmless. This article draws upon examples from the multi-sited Civic Action and Young Children study to show why contexts that actively refuse deficit, racist thinking and support agency have the best chance of showing children's diverse ranges of skills and knowledge and so should be the focus of assessment.

引用

页码：415 / 426

页数：12