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“Who’s got the power?”: A critical examination of the anti-bias curriculum

International journal of child care and education policy (Seoul), 2019-09, Vol.13 (1), p.1-18, Article 6

Escayg, Kerry-Ann

2019

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Anti‐racism in U.S. early childhood education: Foundational principles

Sociology compass, 2020-04, Vol.14 (4), p.n/a

Escayg, Kerry‐Ann

2020

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Teaching and Learning Guide for: Anti‐racism in U.S. early childhood education: Foundational principles

Sociology compass, 2020-08, Vol.14 (8), p.n/a

Escayg, Kerry‐Ann

2020

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Reconceptualizing Quality in Early Childhood Education, Care and Development: Understanding the Child and Community

1, 2021

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Black Families' Social and Cultural Capital During COVID: Families Talk About Coping and Supports

The Educational forum (West Lafayette, Ind.), 2024-10, Vol.88 (4), p.458-476

2024

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Pursuing Equity in and Through Teacher Education Program Admissions

Education policy analysis archives, 2011-08, Vol.19 (24), p.24

2011

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Mapping the Contours of Caribbean Early Childhood Education

Global education review, 2018-12, Vol.5 (4), p.236-253

2018

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We Are the Change We Seek: Advancing Racial Justice in Early Care and Education. Early Childhood Education Series

Teachers College Press, 2023

2023

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Review of Child advocacy and early childhood education policies in the Caribbean

Education review (Tempe, Ariz.), 2017-07, Vol.24

Escayg, Kerry-Ann

2017

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Getting it Right From the Start: A Retrospective and Current Examination of Infant-Toddler Care in Jamaica

Occasional Paper Series, 2019-10, Vol.2019 (42)

2019

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Parenting and pedagogical practices: The racial socialization and racial identity of pre-school Trinidadian children

Escayg, Kerry-Ann

2014

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Correction to: Reconceptualizing Quality in Early Childhood Education, Care and Development

Reconceptualizing Quality in Early Childhood Education, Care and Development, 2021, p.C1-C1

2021

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Knowing Differently/Teaching Differently: Transforming a Teacher Education Program

Reconceptualizing Quality in Early Childhood Education, Care and Development, p.161-179

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The Child as “Other”: The Duality of the Other and the Pedagogy of Care

Reconceptualizing Quality in Early Childhood Education, Care and Development, p.3-23

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Paradigmatic Discourses: Reconceptualizing the Role of the Critical Paradigm and Revisiting the Image of the Child as a Social Agent

Reconceptualizing Quality in Early Childhood Education, Care and Development, p.25-61

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