- 214 pages
- English
- PDF
- Available on iOS & Android
Re-situating Canadian Early Childhood Education
About This Book
This 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.
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Table of contents
- Cover
- Re-situating CanadianEarly Childhood Education
- Acknowledgements
- Contents
- Foreword: Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism
- Chapter One: Resituating Early Childhood Education: Introduction
- Chapter Two: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How?
- Chapter Three: Valuing Subjective Complexities: Disrupting the Tyranny of Time
- Chapter Four: Addressing Divides and Binaries in Early Childhood Education: Disability, Discourse and Theory, and Practice in a Bachelor of Education Program
- Chapter Five: An Early Childhood Professionalâs Authority: How Can It Be Used for Influencing and Instigating Action for Social Goods?
- Chapter Six: When Queer Enters Early Childhood Teacher Training: Whatâs So Inappropriate about That?
- Chapter Seven: Immigrant Parents Taking Part in Their Childrenâs Education: A Practical Experiment
- Chapter Eight: Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective Biography
- Chapter Nine: Childrenâs Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children
- Chapter Ten: Resituating Practice through Teachersâ Storying of Childrenâs Interests
- Chapter Eleven: Taking Childrenâs Rights and Participation Seriously: Cross-national Perspectives and Possibilities
- List of Contributors