Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care

Autor/inn/en	Beneke, Margaret R.; Collins, Shayla; Powell, Selma
Titel	Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.328-344 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.1992604
Schlagwörter	Child Rearing; Mothers; Critical Theory; Race; Parenting Styles; Minority Groups; Young Children; Competence; Parenting Skills; Early Childhood Education; Students with Disabilities; Attitudes toward Disabilities; Social Bias; Racial Bias; Equal Education; Special Education; Washington + Suchen Sie Ihr Suchwort? Kindererziehung; Mother; Mutter; Kritische Theorie; Rasse; Abstammung; Ethnische Minderheit; Frühe Kindheit; Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Racial discrimination; Rassismus; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	In this critical, qualitative study, we utilized Disability Critical Race Theory and revolutionary mothering to understand how Mothers of Color who have young children with disabilities made meaning of underlying constitutions of competence within schools, and how they conceptualized possibility for justice in early childhood. Findings reveal how Mothers enacted political clarity regarding ableism and racism as they mothered for respect and care. Specifically, Mothers challenged dominant notions of competence in early childhood and strategically resisted early educational practices that positioned their children as unworthy of childhood. Simultaneously, Mothers dreamed beyond the status quo, imagining early childhood systems that decentered educator expertise, and recentered multiply-marginalized children's (and their families') agency. We conclude with implications for teaching and learning in early childhood. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01