Re-situating Canadian Early Childhood Education

Veronica Pacini-Ketchabaw, Larry Prochner

• Publisher: Peter Lang Inc., International Academic Publishers
• Year: 2014
• Edition: 1
• eBook ISBN:
  9781453910399
• Topic: Education
• Subtopic: Early Childhood Education

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.

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 Professional’s Authority: How Can It Be Used for Influencing and Instigating Action for Social Goods?
• Chapter Six: When Queer Enters Early Childhood Teacher Training: What’s So Inappropriate about That?
• Chapter Seven: Immigrant Parents Taking Part in Their Children’s Education: A Practical Experiment
• Chapter Eight: Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective Biography
• Chapter Nine: Children’s 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 Teachers’ Storying of Children’s Interests
• Chapter Eleven: Taking Children’s Rights and Participation Seriously: Cross-national Perspectives and Possibilities
• List of Contributors