TY - JOUR
T1 - ‘Seen but not heard’. Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years
AU - Simpson, Donald
AU - Loughran, Sandra
AU - Lumsden, Eunice
AU - Mazzocco, Philip
AU - McDowall Clark, Rory
AU - Winterbottom, Christian
PY - 2017/2/15
Y1 - 2017/2/15
N2 - Living in poverty disadvantages young children reducing school readiness. ‘Pedagogy of listening’ can potentially support resilience remediating against poverty’s negative effects. Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries.
AB - Living in poverty disadvantages young children reducing school readiness. ‘Pedagogy of listening’ can potentially support resilience remediating against poverty’s negative effects. Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries.
U2 - 10.1080/1350293X.2017.1288014
DO - 10.1080/1350293X.2017.1288014
M3 - Article
SN - 1752-1807
SP - -
JO - European Early Childhood Education Research Journal
JF - European Early Childhood Education Research Journal
ER -