‘Seen but not heard’. Practitioners work with poverty and the organising out of disadvantaged children’s voices and participation in the early years

摘要: Living in poverty disadvantages young children reducing school readiness. ‘Pedagogy of listening’ can potentially support resilience remediating against poverty’s negative effects. Little, though, is known about how early childhood education and care (ECEC) practitioners work with the attainment gap between such their peers remains significant within England US. This article reports research using a mixed methodology which explored these issues localities across both countries. We argue dominant technocratic model years provision contexts creates normalisation diversity reduction. This, austerity measures, stymie pedagogical space practice organising out listening to poverty. suggest this may help explain why so stubbornly resistant reduction