Review of Critical Examinations of Quality in Early Education and Care: Regulation, Disqualification, and Erasure

Autores

  • Melia E. Repko-Erwin University of Colorado Boulder

DOI:

https://doi.org/10.14507/er.v24.2230

Biografia do Autor

Melia E. Repko-Erwin, University of Colorado Boulder

Melia E. Repko-Erwin is a doctoral candidate in Curriculum & Instruction, Literacy Studies and Research on Teaching and Teacher Education (ROTATE) at the University of Colorado Boulder. Her research interests center on early literacy instruction, literacy policy, and teacher education. Prior to pursuing her doctorate, Melia spent twelve years working as a teacher and literacy instructional coach in K-8 schools in Arizona, Washington, D.C., and Colorado.  

Referências

Ahmed, S. (2006). The nonperformativity of antiracism. Meridians: feminism, race, transnationalism, 7(1), 104-126.

Butler, J. (1993). Bodies that matter: On the discursive limits of sex. London: Routledge.

Dahlberg, G., Moss, P., & Pence, A. R. (1999). Beyond quality in early childhood education and care: Postmodern perspectives. London: Falmer.

Freire, P. (2004). Pedagogy of hope: Reliving pedagogy of the oppressed. London: Continuum.

OECD. (2016), Education in Colombia. Paris, France: OECD Publishing. http://dx.doi.org/10.1787/9789264250604-en

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Publicado

2017-07-19

Como Citar

Repko-Erwin, M. E. (2017). Review of Critical Examinations of Quality in Early Education and Care: Regulation, Disqualification, and Erasure. Resenhas Educativas/ANPEd, 24. https://doi.org/10.14507/er.v24.2230

Edição

v. 24 (2017)

Seção

Resenhas de livros

Licença

 

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