Description
Book SynopsisThis book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.
Trade Review«This is an important book for Canadian early childhood education. Some may find it disruptive, but that is in part its purpose – to question and to pose alternative discourses that open up to other ways of seeing and understanding. Such other ways are essential in a society as diverse as Canada. With this volume Canada joins a stimulating international community of scholars and early childhood educators who seek new insights and perspectives to guide the future of ECE in their own countries and internationally.» (Alan Pence, Professor, University of Victoria, Canada)
«This edited collection is a must for international audiences of scholars, researchers, teachers, and educators. While the contributions are set within the Canadian landscape, the issues, dilemmas, tensions, provocations, and challenges are those facing all Western societies at this time. Robustly based on research and postfoundational theories, each chapter provides offerings for rethinking and reformulating early childhood education, family and child interactions, and the work of all those in early years education and social services.» (Judith Duncan, Associate Professor of Education, University of Canterbury, Christchurch, New Zealand)
«This is an important book for Canadian early childhood education. Some may find it disruptive, but that is in part its purpose – to question and to pose alternative discourses that open up to other ways of seeing and understanding. Such other ways are essential in a society as diverse as Canada. With this volume Canada joins a stimulating international community of scholars and early childhood educators who seek new insights and perspectives to guide the future of ECE in their own countries and internationally.» (Alan Pence, Professor, University of Victoria, Canada)
«This edited collection is a must for international audiences of scholars, researchers, teachers, and educators. While the contributions are set within the Canadian landscape, the issues, dilemmas, tensions, provocations, and challenges are those facing all Western societies at this time. Robustly based on research and postfoundational theories, each chapter provides offerings for rethinking and reformulating early childhood education, family and child interactions, and the work of all those in early years education and social services.» (Judith Duncan, Associate Professor of Education, University of Canterbury, Christchurch, New Zealand)
Table of ContentsContents: Daphney L. Curry/Gaile S. Cannella: Foreword - Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism – Larry Prochner/Veronica Pacini-Ketchabaw: Resituating Early Childhood Education: Introduction – Katherine Davidson: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How? – Sherry Rose/Pam Whitty: Valuing Subjective Complexities: Disrupting the Tyranny of Time – Luigi Iannacci/Bente Graham: Addressing Divides and Binaries in Early Childhood Education: Disability, Discourse and Theory, and Practice in a Bachelor of Education Program – Rachel Langford: An Early Childhood Professional’s Authority: How Can It Be Used for Influencing and Instigating Action for Social Goods? – Zeenat Janmohamed: When Queer Enters Early Childhood Teacher Training: What’s So Inappropriate about That? – Judith K. Bernhard: Immigrant Parents Taking Part in Their Children’s Education: A Practical Experiment – Kathleen Kummen/Veronica Pacini- Ketchabaw/Deborah Thompson: Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective Biography – Anna Kirova: Children’s Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children – Mary Caroline Rowan: Resituating Practice through Teachers’s Storying of Children’s Interests – Beth Blue Swadener/Lacey Peters/Sonya Gaches: Taking Children’s Rights and Participation Seriously: Cross-national Perspectives and Possibilities.
