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Building on 25 years of interrogation by Dahlberg, Moss, and Pence, the issue challenges assumptions about universal childhood and the homogenization of ECE as a “factory-ization” that erodes cultural pluralism and equity goals. It highlights the need for “beyond quality” praxis grounded in educators’ democratic ethics, supportive partnerships, and collective action to advance liberatory alternatives.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/occasional-paper-series-volume-2024-number-51-reconceptualizing-quality-early-care-and-education-with-equity-at-the-center/582982/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/occasional-paper-series-volume-2024-number-51-reconceptualizing-quality-early-care-and-education-with-equity-at-the-center/582982.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What perspectives and questions guide the issue’s approach to defining quality?","Question",{"text":63,"@type":64},"The editors foreground questions about who participates in defining quality, whether multiple understandings exist, and how context shapes the formation of the quality concept.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},582982,1792189392,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Occasional Paper Series  \nVolume 2024  \nNumber 51 Reconceptualizing Quality Early Care and Education with Equity at the Center  \nArticle 1  \nMay 2024  \nReconceptualizing Quality Early Care and Education with Equity atthe Center  \nFollow this and additional works at: [https://educate.bankstreet.edu/occasional-paper-series](https://educate.bankstreet.edu/occasional-paper-series)  \n Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons,  \nEducational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons  \nRecommended Citation  \n(2024) . Reconceptualizing quality early care and education with equity at the center. Occasional Paper Series,(51) . DOI: [https://doi.org/10.58295/2375-3668.1539](https://doi.org/10.58295/2375-3668.1539)  \nThis Full Issue is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [kfreda@bankstreet.edu](kfreda@bankstreet.edu).  \n| Occasional Paper Series | 5. 2024 |\n| --- | --- |\n|  | 51 |\n\nReconceptualizing Quality Early Care and Education with Equity at the Center  \nGuest Editors  \nMark Nagasawa Cristina Medellin-Paz  \nContributors Helen Frazier  \nVirginia Dearani  \nCharis-Ann Sole  \nM. Nālani Mattox-Primacio  \nShin Ae Han  \nSoyoung Park Sunmin Lee Nnenna Odim Jennifer Keys Adair  \nAngie Zapata Mary Adu-Gyamfi Adrianna González Ybarra Seung Eun McDevitt Louella Sween  \nVanessa Rodriguez  \nTable of Contents  \nINTRODUCTION  \nReconceptualizing Quality Early Care and Education with Equity at the Center 3  \nMark Nagasawa and Cristina Medellin-Paz  \nCONTRIBUTIONS  \nLearning Stories as Assessment for Liberation Helen Frazier  \nBe a Tree: Reconceptualizing Early Education Through the Roots and Fruits Methodology of Teaching and Learning  \nVirginia Dearani  \nStories From Three Native Hawaiian Alaka’i About the Education of Young Children Charis-Ann Sole, M. Nālani Mattox-Primacio, and Shin Ae Han  \nRedefining Quality to Center the Capabilities of Young Children Soyoung Park, Sunmin Lee, Nnenna Odim, and Jennifer Keys Adair  \n14  \n25  \n37  \n50  \n“I Want to Say the Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator and University Researcher Partnerships  \nAngie Zapata, Mary Adu-Gyamfi, and Adrianna González Ybarra  \n“Pour Into the Teachers:” Learning From Immigrant Women of Color Through Conversationson “Quality” in Urban Early Education and Care  \nSeung Eun McDevitt and Louella Sween  \nThe Radical Refuge: Reconceptualizing Teacher Quality Liberated From the Historical Commodification of Latina and Black Women in Early Childhood Education Vanessa Rodriguez  \n62  \n73  \n84  \nIntroduction  \nReconceptualizing Quality Early Care and Education with Equity at the Center  \nMark Nagasawa and Cristina Medellin-Paz  \nTHERE CAN BE NO QUALITY IN ECE WITHOUT RESPECTING EDUCATORS  \nIssue 51 of the Bank Street Occasional Papers Series is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence’s 25-year interrogation of the concept of quality in early childhood education (ECE)(Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. They have argued that the homogenization of ECE practices is a factory-ization of early childhood that undermines cultural pluralism and the field’s equity aspirations. This raises an imperative to explore ideas and practices that go “beyond quality,” particularly through what Dahlberg and colleagues have called the “ethics of an encounter.” In essence, these ethical encounters are instances where early childhood educators practice democracy, including navigating conflicts, thereby creating equity-centered change through their small, day-to-day interactions and meaning","cbCaih9RY4bThuwq","https://ap.wps.com/l/cbCaih9RY4bThuwq","pdf",10113697,100,"English","# Introduction\n## Reconceptualizing Quality Early Care and Education with Equity at the Center\n# Contributions\n## Learning Stories as Assessment for Liberation\n## Be a Tree: Reconceptualizing Early Education Through the Roots and Fruits Methodology of Teaching and Learning\n## Stories From Three Native Hawaiian Alaka’i About the Education of Young Children\n## Redefining Quality to Center the Capabilities of Young Children\n## “I Want to Say the Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator and University Researcher Partnerships\n## “Pour Into the Teachers:” Learning From Immigrant Women of Color Through Conversationson “Quality” in Urban Early Education and Care\n## The Radical Refuge: Reconceptualizing Teacher Quality Liberated From the Historical Commodification of Latina and Black Women in Early Childhood Education","[{\"question\":\"What perspectives and questions guide the issue’s approach to defining quality?\",\"answer\":\"The editors foreground questions about who participates in defining quality, whether multiple understandings exist, and how context shapes the formation of the quality concept.\"}]","Occasional Paper Series - Volume 2024 - Number 51 - Reconceptualizing Quality Early Care and Education with Equity at the Center | PDF",1792045239,252]