Against Race- and Class-Based Pedagogy in Early Childhood Education

"In descriptive style, Smith uses direct classroom observations to bring to life some of the mechanisms by which the less visible curricula of a progressive approach can be successfully implemented with low-income minority children. This timely book revives still-relevant questions, while echoing findings of curriculum comparison studies of the 1960s and 1970s that demonstrated the effectiveness of using child-initiated, non-didactic approaches in high-poverty preschool settings. A must-read catalyst for expanding this important and unfinished conversation." - Kristen Kemple, Professor of Early Childhood Studies, University of Florida, USA