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Jumpin' with Jubilee : An ethnographic case study of Inclusion and the Emotional Lives of a Bilingual Pre-Kindergarten Classroom in Washington, D.C.

Author:
Collopy, Alex
Published:
[University Park, Pennsylvania] : Pennsylvania State University, 2019.
Physical Description:
1 electronic document
Additional Creators:
Valente, Joseph Michael, 1975-
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Open Access.
Summary:
As public preschool and inclusion education are increasingly debated and made, thoughdisproportionately, accessible across in the United States, Washington D.C. Universal Pre- Kindergarten is a unique case to examine experiences of changing policy and practice at the school and classroom level. While D.C. has long been recognized as a leader in early childhood education, United States Department of Health and Human Services, United States Department of Education, and D.C. Office of the State Superintendent reports similarly suggest that inclusion programs have not grown proportionately with the expansion of Universal Pre-Kindergarten to three-and-four-year-olds, following a history of D.C.s noncompliance with national requirements of the Least Restrictive Environment of the Individuals with Disabilities Education Act (United States, 2015; DC Office, 2009).This dissertation study explores national and local landscapes of inclusion through a year- long ethnographic case study of the Universal Pre-Kindergarten classroom at Jubilee JumpStart, a Community Based Organization in Adams Morgan, Washington D.C. Jubilee Jumpstart, whose stated mission is to serve low-income, Spanish-speaking, immigrant children and their families, is notable for being an inclusive, dual-language (Spanish-English) program. Likewise, Jubilee is notable for its equal emphasis on the emotional and educational lives of students through partnerships with The Washington Baltimore Center for Psychoanalysis and developers of The Creative Curriculum. Through sustained fieldwork, formal and informal interviews with administrators, teachers, children, parents, therapists, and special education service providers at the school, this study reveals a portrait of children and adults individual and shared complex emotional experiences of inclusion education. I discuss the inclusive potential, pitfalls, and paradoxes of Jubilees teaching and community practices that purposefully attend to the emotional lives and labor of all school community memberschildren and adults alike. This dissertation concludes with a discussion of implications for early childhood inclusion education, research, and policy.
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Dissertation Note:
Ph.D. Pennsylvania State University 2019.
Reproduction Note:
Microfilm (positive). 1 reel ; 35 mm. (University Microfilms 28097171)
Technical Details:
The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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