granito de arena (Grain of Sand). (2005).

Freidberg, Jill; Reyes, María de la Luz; Halcon, John J.; López-López, Amparo

doi:10.1080/15348430701305077

Cited by 1 publication

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“…Finally, we contemplate how educators can be supported to engage in local and global political action and advocacy. Michelle (Author 3), over the years in her teacher education courses, has shared stories of grassroots resistance by activist educators, such as in Mexico, where teachers have long protested against neoliberal federal policies that have attempted to privatize education, adversely impacting teachers and the children and families they serve (Freidberg, 2005). Whitebook and colleagues (McLean et al., 2019) have also written extensively about the injustices that women and women of color early childhood educators have experienced in the United States, struggling economically with low pay and often no benefits.…”

Section: Rethinking Future Policy Reformsmentioning

confidence: 99%

Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce

Lucero

Araujo

Pérez

2020

Policy Futures in Education

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The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge about Latinx of early childhood educators and teacher educators.

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Section: Rethinking Future Policy Reformsmentioning

confidence: 99%