Critical Examinations of Quality in Childhood Education and Care ─ Regulation, Disqualification, and Erasure

International contributors to this book are practitioners and scholars in early childhood education (ECE), activism, critical qualitative research, and education policy studies. They explore problems related to the assessment of quality in ECE, noting that the concept of quality is used to silence diverse voices and to construct technocratic managerial regimes that impose the values of specific cultures and groups over other groups. As an antidote, they consider possibilities for functioning outside of dominant notions of quality, such as feminist and indigenous perspectives. Cases reveal frameworks and policies in the US, New Zealand, Norway, the UK, Europe, and Australia. Annotation c2016 Ringgold, Inc., Portland, OR (protoview.com)

Gaile S. Cannella is an independent scholar and series editor for Childhood Studies (formerly Rethinking Childhood) and Post-Anthropocentric Inquiry (Peter Lang). She held the Velma E. Schmidt Endowed Chair in Early Childhood Studies, University of North Texas and was tenured professor at Arizona State University-Tempe and Texas A&M University-College Station. Published in English, Korean, and Spanish, her books include: Deconstructing Early Childhood Education; Critical Qualitative Research Reader (with Shirley Steinberg), an American Education Studies Association Critics Choice Book Award winner in 2012; and Critical Qualitative Inquiry (2015, with Michelle Salazar Perez and Penny A. Pasque).
Dr. Cannella has published in a range of journals including Qualitative Inquiry and Cultural Studies-Cultural Methodologies.
Michelle Salazar Perez is Assistant Professor of Early Childhood at New Mexico State University. She has been a practitioner in a variety of early childhood settings and coordinated an urban education student teaching program in Houston, Texas. Her research uses marginalized feminist perspectives and critical qualitative methodologies to examine contemporary performances of neoliberalism within public policy.
I-Fang Lee is Senior Lecturer of Early Childhood Education and Education Policy Studies at the University of Newcastle, Australia. Her research interests focus on contemporary issues relating to changes and reforms in early childhood care and education, constructions of Asian childhoods, and global knowledge on appropriate pedagogical practices in the early
years. Lee’s recent research projects focus on early childhood care and education reforms concerning issues of equity.