In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.

中文翻译：

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（再）以幼儿教育质量为中心：为少数族裔儿童争取交叉正义

在本章中，我们对幼儿教育的质量进行了批判性的交叉分析，目的是摆脱对“最佳实践”的单一理解，从而消除这种概念所造成的不平等。在承认不公正是如何交叉构建的同时，我们特别将批判性种族理论确定为白人至上主义的反故事，文化相关和持续的教学法是对基于赤字和自卑范式的单一文化教学实践的反驳，并将跨语言作为（过度）特权的反故事占主导地位的美式英语单一语言。虽然这些反驳故事中的每一个都突出了压迫的一个特定维度，但它们共同解释了多重、交叉的压迫系统；结合，它们扩大了幼儿教育的制图范围，并有助于（重新）将质量的定义集中在多重少数化幼儿、家庭和社区的生活、经历、声音和价值观上。本文拒绝压迫性和还原论的质量概念，通过使用补救措施，为具有改变质量体系结构的潜力的交叉性幼儿教育提供了设计原则。