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(Re)Configuring ‘home’ for highly mobile children in early childhood education curriculum in the U.S.
Abstract
When teachers teach geographic understanding in early childhood education, home is commonly used as the foremost environment in which children are situated. However, this paper raises a question concerning the interplay between the concepts of home, geography in the curriculum, and children's mobility. This study explores how home is addressed in case studies, employing a mobilities lens and critical geography of home while focusing on highly mobile children, especially children experiencing homelessness. The aim of the study is to create a space to reexamine current practices that may inadvertently neglect or overlook highly mobile children in the curriculum. The study provides several implications for educators working with highly mobile children and future researchers in the field of early childhood education.
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This article reviews and critiques community-based research on the effects of homelessness on children. Homeless children confront serious threats to their ability to succeed and their future well-being. Of particular concern are health problems, hunger, poor nutrition, developmental delays, anxiety, depression, behavioral problems, and educational underachievement. Factors that may mediate the observed outcomes include inadequate shelter conditions, instability in residences and shelters, inadequate services, and barriers to accessing services that are available. Public policy initiatives are needed to meet the needs of homeless children.
This article is a conceptual invitation to homing, to revisit the everyday social experience of home as a situated manifestation of lifelong needs and desires for space appropriation. Through acts of homing and their accumulation over space and time, people articulate a tension to ‘move’ towards a place or condition they construct as home, engaging in a dialectic relation between the experienced and aspired socio-material, relational and cultural features of home. Drawing on the consolidated use of homing in natural sciences, on the emergent ones in social sciences, and on my fieldwork with migrants and refugees, I outline a conceptual framework of homing for social research on (im)mobilities. I understand homing as a set of home-related routines and practices, and as an underlying existential struggle toward a good-enough state of being at home. This, empirically, is a matter of (in)capabilities and exclusivities, with the underlying structures of inequality. Homing is ultimately an invitation to reframe and approach home as becoming, rather than only as being, feeling, or making. While this conceptualization aims to speak to the ordinary experience of space attachment and appropriation, it assumes particular relevance in migration and mobility studies. Homing as a category means looking at the lived experience of home as an attempt to tread the fine line between past ascriptions and future-oriented potentialities, and as a visible manifestation of group, societal and existential inequalities.
Homelessness is an important social issue relevant to all children’s lives in the United States, yet it has been little explored in early childhood education. Navigating a multiple-case study that focuses on teacher candidates’ experiences with homelessness in school, this study illustrates how homelessness is addressed in early childhood education. The data showed that teacher candidates encountered limited discussions of the topic in their own school experiences. Furthermore, the teacher candidates realized that children today are in a similar situation, whereby homelessness is rarely discussed in school, and hold considerably distorted perspectives on it. They also found that teachers in their field placements tended to avoid conversations on homelessness with children in the classroom. Thus, this study opens a space to discuss how homelessness is addressed in early childhood education, as well as how teachers can better understand it and make a difference in children’s lives.
This book offers a critical and comprehensive analysis of children’s mobilities by focusing on its interdependent, imagined and relational aspects. In doing so, it challenges existing literature, which, in mobilities studies, tends to overlook the mobilities of marginalised social groups; in social science more generally, tends to immobilize children’s studies; and in children’s mobility studies has mainly focused on the ‘independent’ and corporeal travel of children. The book situates children’s mobilities in wider contexts, offering an interdisciplinary and critical perspective throughout and drawing on scholarship at the confluence of childhood and mobilities and a range of research to offer new insights that inform the field of mobilities and studies of childhood. In this way, the book aims at widening the perspective on children’s mobility towards the inclusion of diverse age groups and of the manifold forms of mobilities that are part of children’s lives, from an interdependent and relational point of view.
A systematic review of research exploring the impact of homelessness on young children’s school readiness skills in preschool and academic performance in early elementary school is presented. Fourteen studies were identified that included data exploring this association in preschool through Grade 3. Findings indicated that children experiencing homelessness have lower school readiness skills and academic achievement compared to the general population of children. However, it was not conclusive whether children experiencing homelessness perform lower than socio-demographically matched housed children. Most large studies (> 4000 children) found children experiencing homelessness had lower academic performance than housed low-income children. However, fewer than half of small studies (< 300 children) found support for this association. Good school attendance, high quality parenting, self-regulation, and early education are among several potential protective factors discussed in the literature that may lessen the negative impact of homelessness on school readiness skills and academic achievement in early elementary school.
Mobility justice is one of the crucial political and ethical issues of our day, when the entire world faces the urgent question of how to make the transition to more environmentally sustainable and socially just mobilities. All around the planet urban, regional, and international governing bodies are grappling with a series of crises related to how we move: an urban crisis of pollution and congestion, a global refugee crisis of borders and humanitarianism, and a climate crisis of global warming and decarbonisation. This article seeks to think across these crises showing how each is part of a wider disturbance in prevailing institutions concerned with the management of mobilities and immobilities. Mobility justice offers a new way to think across the micro and macro scale of transitioning toward more just mobilities.
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
The developmental status and social-emotional functioning of young children who are homeless has received inadequate attention in spite of high rates of homelessness among families with young children and the potentially negative impact of homelessness and associated stressors on children’s well-being. The aim of this study was to gain understanding of homeless children’s social-emotional adjustment and their functioning in language, motor, and cognitive skills. We also examined gender and age differences in those areas of development. The sample included 328 children residing with their parents in one of 11 emergency shelter or transitional housing programs for families who were experiencing homelessness in a central North Carolina county. Child case managers administered the Brigance Early Childhood Screen II and the Ages and Stages Questionnaire: Socioemotional form in the shelter setting. Findings indicated variability in competence among the children, with some children performing above average on the developmental screening and demonstrating few social-emotional problems. However, developmental scores for overall functioning of the sample were significantly below the norming group, with particularly low functioning in language and communication skills. Parents of 24.8 % of the children had substantial concerns about their children’s mental health status. Although there are individual differences in adjustment of children experiencing homelessness, results support wide-scale screening and access to early intervention for these vulnerable children. Future investigations could be directed to identifying factors associated with resilience among children without homes.
Contemporary elementary social studies retains the marks of influence of the expanding environments organizational framework. Developmental theories influenced, and continue to influence, elementary social studies and the expanding environments. Historical evidence and research into children's knowledge of the social world points to flaws in the expanding environments. Suzanne Langer's symbolic theory of art and C. Wright Mills's model of biography and history provide additional metaphors for thinking about elementary social studies. Development of a fourth grade Tennessee history textbook receives analysis in light of the continued resiliency of the expanding environments and the texts which convey it.
Proposes a broader approach to research in human development that focuses on the progressive accommodation, throughout the life span, between the growing human organism and the changing environments in which it actually lives and grows. The latter include not only the immediate settings containing the developing person but also the larger social contexts, both formal and informal, in which these settings are embedded. In terms of method, the approach emphasizes the use of rigorously designed experiments, both naturalistic and contrived, beginning in the early stages of the research process. The changing relation between person and environment is conceived in systems terms. These systems properties are set forth in a series of propositions, each illustrated by concrete research examples. (1¼ p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Homeless 3–12-year-old children residing in city shelters were compared with a matched control group of 45 inner city children in terms of cognitive functioning and emotional-behavioral adjustment. School-age children in both groups did not differ significantly on most measures. Preschool homeless children exhibited slower development and more emotional-behavioral problems than did their domiciled peers, and significantly fewer were enrolled in early childhood programs. The feasibility of evaluating this population on standardized instruments is demonstrated, and implications of the study for social policy are discussed.
Approximately 1.5 million children experience homelessness in America each year. The current economic recession and staggering numbers of housing foreclosures have caused the numbers of homeless families to increase dramatically. The impact of homelessness on families and children is devastating. Without a place to call home, children are severely challenged by unpredictability, dislocation, and chaos. Homelessness and exposure to traumatic stresses place them at high risk for poor mental health outcomes. Despite the pressing needs of these children, federal policy during the last decade has focused primarily on chronically homeless adult individuals-to the exclusion of the families. In 2010, however, the U.S. Interagency Council on Homelessness issued a comprehensive plan to eradicate homelessness for all people through interagency collaboration and aligning mainstream services. A key goal is to prevent and end homelessness for families, youth, and children within 10 years. This policy-focused article describes several tools that can be used to help achieve this goal, including: general principles of care for serving homeless families and children; BSAFE-a promising practice that helps families access community-based services and supports; and the Campaign to End Child Homelessness aimed at action on behalf of homeless families and children at the national, state, and local levels.
This study employs critical ethnographic child–parent research to examine Korean American children’s lived experiences related to anti-Asian racism, looking closely at children’s ordinary interactions in their everyday lives at home. Children’s conversations at home were audio – and video-recorded and artifacts created by children and from school were collected. While children as co-researchers actively participated in the research, they shared their perspectives on race and anti-Asian racism, noticing the invisibility and stereotypes of Asian Americans. The children’s counterstories from child–parent research reveal that racialized discourses toward Asians and Asian Americans are not discussed at school even though children experience them.
This study opens more conversations to understand and navigate Asian American children’s perspectives on race and racism and methodological insights for racially minoritized parent research with children.
The COVID-19 pandemic precipitated catastrophic job loss, unprecedented unemployment rates, and severe economic hardship in renter households. As a result, housing precarity and the risk of eviction increased and worsened during the pandemic, especially among people of color and low-income populations. This paper considers the implications of this eviction crisis for health and health inequity, and the need for eviction prevention policies during the pandemic. Eviction and housing displacement are particularly threatening to individual and public health during a pandemic. Eviction is likely to increase COVID-19 infection rates because it results in overcrowded living environments, doubling up, transiency, limited access to healthcare, and a decreased ability to comply with pandemic mitigation strategies (e.g., social distancing, self-quarantine, and hygiene practices). Indeed, recent studies suggest that eviction may increase the spread of COVID-19 and that the absence or lifting of eviction moratoria may be associated with an increased rate of COVID-19 infection and death. Eviction is also a driver of health inequity as historic trends, and recent data demonstrate that people of color are more likely to face eviction and associated comorbidities. Black people have had less confidence in their ability to pay rent and are dying at 2.1 times the rate of non-Hispanic Whites. Indigenous Americans and Hispanic/Latinx people face an infection rate almost 3 times the rate of non-Hispanic whites. Disproportionate rates of both COVID-19 and eviction in communities of color compound negative health effects make eviction prevention a critical intervention to address racial health inequity. In light of the undisputed connection between eviction and health outcomes, eviction prevention, through moratoria and other supportive measures, is a key component of pandemic control strategies to mitigate COVID-19 spread and death.
This study examined the journey of families with children seeking shelter to inform future system navigation solutions that will serve this population. Families living in emergency shelter, rapid re-housing, or unsheltered were interviewed (n = 24). Participants created a journey mapping of their path through the homelessness system and described the barriers they encountered. Most participants were women (79%), and the number of children per family ranged from one to five, with an average of 2.5 children. For these 24 participants, the average length of time between the interview and their last permanent housing was 68.5 weeks with one to eight transitions in living situations (e.g., domestic violence shelter, doubled-up) having transpired over that period. The top three barriers to exiting homelessness–transportation issues, finding and keeping employment, and child care needs–co-occurred and appeared to be interrelated. Families faced unique challenges, which included safety concerns, space obstacles, and a need for children’s activities. Examining families’ lived experiences during their homelessness journeys can help policymakers, social service providers, and communities understand the burden that families experiencing homelessness face while attempting to provide for their children and the adverse experiences children may encounter during the journey.
The homelessness response system in the United States is dominated by the U.S. Department of Housing and Urban Development (HUD). HUD’s definition of homelessness, program models, metrics, data, approaches, and goals have overshadowed those of other federal agencies. This policy brief argues that children, youth, and families experiencing homelessness have been poorly served by HUD’s dominance, especially during the COVID-19 pandemic. It proposes that other federal agencies, specifically the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services and the U.S. Department of Education, are better suited to provide comprehensive homeless assistance for children, youth, and families. The author draws from research, policy analyses, and testimonies of parents, service providers, and educators to make the case for a reimagined homelessness response that is child-centered and oriented toward long-term goals of economic independence, health, and wellness.
This chapter aims to provide a framework to understand social studies as it looks in the early years. It presents a comprehensive view of the major components and approaches of teaching social studies in early childhood care and education, specifically in preschool and primary elementary grades. The chapter reviews and synthesizes recent scholarship—practice‐based, empirical, and theoretical—on the teaching of early childhood social studies in the past 20 years. It shows how the civic purpose of education, placed at the center of the early childhood curriculum, can be an integral, empowering, and integrating experience for children. Through class meetings, democracy is communicated to children who learn it is more than just a political system. The chapter provides an overview of the main social sciences in the following five major sections: civics; history; economics; geography; and culture.
Transportation disadvantage can negatively impact access to employment and educational opportunities, healthcare, and social services. Cost of transportation, in particular, has been found to prevent individuals' upward mobility out of homelessness. Given the vulnerability of persons of color and those living below the poverty line and the negative implications of transportation disadvantage, the author undertook the current study to assess the extent to which scholars are analyzing transportation and its impact on adults experiencing homelessness. An exhaustive search yielded 3102 potentially relevant studies. Thirteen of these studies met the inclusion criteria for further analyses. A priori inclusion criteria included studies: 1) published between 1997 and December 2017 in refereed academic journals; 2) published in English; 3) sampling a population of adults who self-identify as currently or formerly homeless; 4) conducted using empirical quantitative or mixed methods (excluding purely qualitative, theoretical and policy analyses), and; 5) which analyzed transportation as a primary variable of interest. Findings of this research demonstrate that transportation is a critical, although under-researched, variable in the lives of individuals experiencing homelessness. Homelessness service providers, therefore, should work to shift the conversation from transportation as a privilege to transportation equity for all.
It is widely documented that young children participating in research should be protected from harm and that ethical considerations should be applied throughout a research project. What this paper strives to assert, however, is that protecting these participants is insufficient. A research project into children’s speech and language development, using audio–-visual methods, highlighted that children who are non-participants, those on the periphery of research, can also be affected by the research process. It is acknowledged throughout this paper that although ethical procedures were adhered to whilst undertaking a specific research project, this was insufficient. It is therefore argued that all children within a research environment, whether participatory or not, should be given equal consideration with regards to ethical protection when undertaking research. It is asserted that ‘“why haven’t I got one of those’”, or the equivalent, is a phrase to be avoided at all costs when undertaking research with children.
Materialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education. Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology. Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.
Through engaging in interviews with 10 local educational agency liaisons, this study provides insight into their roles, challenges, and training in serving children and youth experiencing homelessness. Using thematic analysis to analyze transcripts, common themes were uncovered. The findings highlight the liaisons’ challenges related to identification and academic barriers, as well as provide deeper insight into their preparation. Furthermore, the results suggest that liaisons are dedicated to their roles and are committed to building partnerships to serve students.
This issue of the journal will include the EECERA Ethical Code which has been formulated by the EECERA Ethical Sub-committee; Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley.
The EECERA ethical code is intended as a guiding framework for all those involved in early childhood research and the publication and dissemination of its results. The ethical principles and guidelines have been developed by a working group of EECERA Trustees through a collaborative process with, amongst others, the involvement of the Coordinating Editor of the International Journal of Early Years Education, and also with due respect and full acknowledgement of existing ethical guidelines including those developed by: The British Educational Research Association; The Scottish Educational Research Association; The American Educational Research Association.
We hope that it will support early childhood researchers in their research design decisions and ensure that research is conducted which safeguards the well-being of all involved, particularly the very young and vulnerable, and also generates the highest standards of scholarship and research practice.
The EECERA Ethical Code sets out the expectations of ethical conduct expected of early childhood researchers. It is intended that all research conducted by EECERA members, or published and disseminated through EECERA platforms, including its journal, books and conference, will be evaluated according to its adherence to this code.
Young children bring a wide variety of developing geographical experience with them when they enter primary school. This article outlines various aspects of the nature, variety and extent of young children's geographical awareness, skills, knowledge, understanding, attitudes and values. It identifies children's environmental knowledge, the opportunities in, and limits to, their local and more travelled experience, concerns that inhibit greater freedom of movement and the role of play experience in their environmental learning. Children's spatial capabilities are examined and the distinction between using and making representations in and of the environment noted. This is linked, through reference to geographical aspects of the Foundation Stage curriculum in England, to the opportunities for geographically focused play that should be available to children in the early years of schooling. Several aspects of young children's play and its contexts are addressed to show how it can be used to encourage geographical experience and learning. The article concludes by noting that geographical learning should be referred to directly, and suggests relevant additions to the early curriculum requirements. Geography
This paper reviews the diverse literatures on negative experiences of home at the domestic scale and sets out an agenda to further ‘critical geographies of home’. Tying into broader debates in critical geography on the delineations between the ‘mapping’ of exclusionary landscapes versus the ‘doing’ of something to transform them, the paper finds that the line between these two modes should not always be dichotomously drawn. Now is the time that the burgeoning interest in, and catalogue of research on, home is capitalized upon by pushing towards a critical geography that simultaneously illuminates and catalyses the addressing of domestic injustice.
The bricolage offers insight into new forms of rigor and complexity in social research. This article explores new forms of complex, multimethodological, multilogical forms of inquiry into the social, cultural, political, psychological, and educational domains. Picking up where his previous Qualitative Inquiry article on the bricolage left off, this article examines not only the epistemological but also the ontological dimensions of multimethodological/multitheoretical research. Focusing on webs of relationships instead of simply things-in-themselves, the bricoleur constructs the object of study in a more complex framework. In this process, attention is directed toward processes, relationships, and interconnections among phenomena. Such analysis leads bricoleurs to multiple dimensions of multilogicality. In this context, the article generates a variety of important categories in which multiple perspectives may be constructed: methodology, theory, interpretation, power relations, and narratology.
This article traces the history of the expanding communities approach, the leading organizational structure for elementary social studies education since the 1930s. Since its introduction into the curriculum, educators have argued about the approach's effectiveness and suitability. Critics claim it lacks intellectual rigor and is redundant in that it repeats what children already know. Defenders argue that its relevancy to children's lives helps them better understand their world. Yet typically neither critics nor defenders demonstrate an understanding of the approach's deep roots in U.S. education. Long before its adoption as the dominant approach in elementary social studies, educators used it in history, civics, literature, and geography lessons. This article focuses on the approach's successful implementation in nineteenth-century geography curricula and shows that it is possible to teach rigorous geographical content and processes while using this method. The author recommends recommends that contemporary educators consider examples of how the approach was successfully used in the past.
This article illustrates how an ethnographic perspective can provide a descriptive methodological approach to parent-research as a process of inquiry within the field of education. By juxtaposing data and illuminating reflexive accounts from a longitudinal parent-research study, I suggest that such a perspective provides critical insights into the roles of subjectivities, reflexivity, and positionality as mutually constitutive of each other as they relate to the process and product of parent-research. In addition, I suggest how the field of educational ethnography would benefit from viewing parents as co-researchers.
Picking up on Norman Denzin's and Yvonna Lincoln's articulation of the concept of bricolage, the essay describes a critical notion of this research orientation. As an interdisciplinary approach, bricolage avoids both the superficiality of methodological breadth and the parochialism of unidisciplinary approaches. The notion of the bricolage advocated here recognizes the dialectical nature of the disciplinary and interdisciplinary relationship and promotes a synergistic interaction between the two concepts. In this context, the bricolage is concerned not only with divergent methods of inquiry but with diverse theoretical and philosophical understandings of the various elements encountered in the act of research. The insights garnered here move researchers to a better conceptual grasp of the complexity of the research act—a cognizance often missed in mainstream versions of qualitative research. In particular, critical bricoleurs employ historiographical, philosophical, and social theoretical lenses to gain a more complex understanding of the intricacies of research design.
The current crisis in geography education has spawned several books on mapmaking, many of which advocate either recitation and drill or a conceptual top-down model that ignores children's interests. Maintaining that there is no substitute for hands-on experience, this book presents an alternative model. The initial emphasis is on local projects that begin in students' own backyards and communities, and provide a sense of place. The projects begin by having the students stay close to home, mapping their known world. Gradually, they move on to their neighborhood, developing a sense of place, scope, and perspective. Eventually, once students are older, they explore the nation, the world, even the solar system, creating raised relief maps and contour maps to develop visual literacy and spatial reasoning skills. Vivid illustrations of the students' work are provided throughout to let the teacher observe each stage of development. Mapmaking has relevance across the curriculum and appeals not only to social studies teachers, but science teachers, language arts teachers, and mathematics teachers looking for new ways to invigorate the curriculum. The book's contents include: (1) "Fostering Ecological Literacy through Mapmaking"; (2) "The Geography of Childhood: A Developmental Portrait"; (3) "There's No Place Like Home and School: Ages Five through Six"; (4) "Out and About Explorations: Ages Seven through Eight"; (5) "It Takes a Village To Raise a Child: Ages Nine through Ten"; (6) "Up, Up, and Away: Ages Eleven through Twelve"; (7) "Entering the Landscapes of Children's Literature"; and (8) "Children's Special Places." Contains five bibliographies that conclude the volume: (1) works cited; (2) resources for teachers; (3) children's books with maps; (4) books with panoramic views; and (5) books for mapping. (BT)
In 1857, U.S. Supreme Court Chief Justice Roger B. Taney stated in the Dred Scott case that if one African American was free to move unhindered throughout the United States, then all African Americans, enslaved or otherwise, would have ‘the right to enter every other State’. Such a situation, he argued, was untenable. The Supreme Court thus suggested that if U.S. citizenship included a de facto right to mobility, then African Americans could not be considered citizens. Although not formally written into the U.S. Constitution, numerous Supreme Court rulings since 1857 have underpinned the right to mobility in the United States. Yet the ability to be mobile in the United States has been fundamentally intertwined with the construction of racial identities. It was the white settlers that were free to move westward, the mobile nomadic lifestyles of the peoples they encountered being understood as primitive and inferior. Native peoples subsequently became immobilized on reservations. Similarly, African Americans in the era of slavery were immobilized on plantations and movement away from plantation space was illicit, codified as illegal, and required the hidden networks of the Underground Railroad. An African American moving through white American spaces faced often deadly consequences. African Americans should, in the parlance of the times, ‘know their place’ and not have the ambition, or the right, to move freely around the USA. To explore these contentions, I draw on four landmark U.S. Supreme Court decisions that elaborate on the mobility, or curtailment thereof, of African Americans in the United States.
In recent years there has been a proliferation of writing on the meaning of home within the disciplines of sociology, anthropology, psychology, human geography, history, architecture and philosophy. Although many researchers now understand home as a multidimensional concept and acknowledge the presence of and need for multidisciplinary research in the field, there has been little sustained reflection and critique of the multidisciplinary field of home research and the diverse, even contradictory meanings of this term. This paper brings together and examines the dominant and recurring ideas about home represented in the relevant theoretical and empirical literature. It raises the question whether or not home is (a) place(s), (a) space(s), feeling(s), practices, and/or an active state of state of being in the world? Home is variously described in the literature as conflated with or related to house, family, haven, self, gender, and journeying. Many authors also consider notions of being-at-home, creating or making home and the ideal home. In an effort to facilitate interdisciplinary conversations about the meaning and experience of home each of these themes are briefly considered in this critical literature review.
Stories of Home: Place, Identity, Exile
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The Education of Man
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Critical Perspectives on Social Studies in Early Childhood Education
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Introduction: The Power of the Bricolage, Expanding Research Methods
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Title X Part C of the No Child Left Behind Act
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Mobility Justice: The Politics of Movement in an Age of Extremes
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