Overview

Those who are younger continue to be objects of injustice and inequity; those who are younger, people of color, females, and human beings living in poverty have never been included in equitable performances of justice, care, respect, and fairness. The authors in this international volume use existing social values and institutions--and the strengths of these varied perspectives--to address justice in ways that have not previously been considered. The aim is to create more just worlds for those who are young--as well as for the rest of us. The first set of chapters, Bodies, Beings, and Relations in More Just Worlds, place at the forefront the lives of those who are younger who are commonly situated in positions of invisibility, disqualification, and even erasure. In the second section, Performances of Care and Education for More Just Worlds, the authors acknowledge that needed (re)conceptualizations of those who are younger, along with appreciation for human diversity and entanglements between the so-called human and nonhuman worlds, are the foundations for more just care and education environments. From the critique of neoliberal reform discourses to reconceptualizing human relations with nonhuman animal and material worlds, care and learning environments are rethought. The set of chapters in the final section, Stir of Echoes: 20th Century Childhoods in the 21st, take-up the 20th century critical concerns with constructions of “child” that have dominated and continue to govern perspectives imposed on those who are younger. Suggestions for becoming-with those who are younger through resources like reconceptualist scholarship, Black and Indigenous Studies, and various posthuman perspectives are provided throughout. Whatever the emphasis or focus of a section or chapter, throughout the volume is the recognition that dominant discourses (e.g. neoliberal capitalism, conservativism, progressivism, human exceptionalism) and the policies they create (and that facilitate them), influence possibilities for, and limitations to, more just childhood worlds. Therefore, each section includes chapters that address these complex discourses and policy issues. The reader is invited to engage with these complexities, to become-with the various texts, and to generate unthought possibilities for childhoods in more just worlds.

Full Product Details

Author:   Timothy Kinard ,  Gaile S. Cannella
Publisher:   Myers Education Press
Imprint:   Myers Education Press
Dimensions:   Width: 18.00cm , Height: 2.00cm , Length: 26.00cm
Weight:   0.333kg
ISBN:  

9781975504113

ISBN 10:   1975504119
Pages:   400
Publication Date:   30 December 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

"Preface: Childhoods in More Just Worlds: An International Handbook Gaile S. Cannella and Tim Kinard Bodies, Beings, and Relations in More Just Worlds 1. The Reduction of Children to ""Bare Life"": The Case of Child Migration Michael O'Loughlin and Renata de Assis 2. ""Forward to No Place at All"": Forceful Migration and Child Welfare Mlado Ivanovic 3. A Romani Analysis of English Preschool Education Mandy Pierlejewski and Gyula Vamosi 4. The Shadows and Silences of Colonialism: Resisting Eroding Realities for Māori Children Through Language Re-Vernacularisation in Antipodean New Zealand Mere Skerrett 5. Staying with the Troubles of Colonised Emotional Well-Being of Young Children in Aotearoa (New Zealand) Jenny Ritchie 6. Competing Discourses about Immigrant Children: Metaphors of the Right and Left Theodora Lightfoot Care and Education: Performing Just Childhood Worlds 7. Refusing Policymakers' Manufactured Crisis: Countering Conceptions of School Readiness Christopher P. Brown, David P. Barry, and Da Hei Ku 8. Politics of Childhoods: Paradoxical Moments of Be(com)ing I-Fang Lee 9. Sitting With the Agency Paradox to Stand for Childhood Liberation: The Case of Critical Mathematics Education José Martínez Hinestroza 10. ""Your Children Are Having Too Much Fun"": Teaching Literacy With Radical Hope Luz A. Murillo 11. Justice Mapping: Making Theoretical Kin With/in Childhood Studies Tim Kinard 12. Becoming-with Water: Collaboration, Ethico-onto-epistemologies, Experimentations, and Creativity Mindy Blaise and Claire O'Callaghan 13. Entanglements of Neoliberalism, Childhoods and Environmental Justice Kylie Smith, Casey Myers, and Marek Tesar Stir of Echoes: 20th-Century Childhoods in the 21st 14. Figurations of the Child in Swedish Early Childhood Education Therese Lindgren 15. Innocence and Parenting in Difficult Times Emily L. Murphy and Hannah Dyer 16. Playing With the Politics of Play Sue Grieshaber and Sally Barnes 17. Becoming Convivial With Child: Dismantling the Race/Child/Learning/Human Assemblage Maria Kromidas About the Authors Index"

Reviews

This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings. --Fikile Nxumalo, Ph.D., Assistant Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto This timely and evocative volume traces how historical, political, and developmental discourses continue to influence how we mobilize justice, equity, and care in the lives of young children across the globe. Through its analysis of research, policy, and practice, I was reminded that we (as adults) limit children's capacity to act on their world(s), even in contemporary activist movements. In our effort to advocate for children's rights, we potentially diminish their capacity to move along and with us as collaborators and contributors to a more just world. As authors argue, without new and expanded thinking on the most pressing social issues--(im)migration, emotional well-being, colonization, sustainability, neoliberal politics--we potentially reify the conditions that create inequitable systems and boundaries. That is, caring for children is not about protecting children or using them as props for our own political agendas, but deeply understanding their entanglement with adults, the material world, nonhuman creatures, and our global communities. --Haeny S. Yoon, Ph.D., Associate Professor, Early Childhood Education, Teachers College, Columbia University

"""This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings.""--Fikile Nxumalo, Ph.D., Assistant Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto ""This timely and evocative volume traces how historical, political, and developmental discourses continue to influence how we mobilize justice, equity, and care in the lives of young children across the globe. Through its analysis of research, policy, and practice, I was reminded that we (as adults) limit children's capacity to act on their world(s), even in contemporary activist movements. In our effort to advocate for children's rights, we potentially diminish their capacity to move along and with us as collaborators and contributors to a more just world. As authors argue, without new and expanded thinking on the most pressing social issues--(im)migration, emotional well-being, colonization, sustainability, neoliberal politics--we potentially reify the conditions that create inequitable systems and boundaries. That is, caring for children is not about protecting children or using them as props for our own political agendas, but deeply understanding their entanglement with adults, the material world, nonhuman creatures, and our global communities.""--Haeny S. Yoon, Ph.D., Associate Professor, Early Childhood Education, Teachers College, Columbia University"

Author Information

Tim Kinard is an associate professor of early learning in the Department of Curriculum & Instruction at Texas State University in San Marcos, Texas, where his work as a researcher is entangled with his work as a teacher. A unique collaboration with the local, public school district in San Marcos has created a space where Tim and his colleagues engage with a community of practitioners, administrators, students and local families, while designing curricula and teaching with/in a public prekindergarten as engagement with complicated conversations about conquest and curriculum, theory and practice. This ongoing research collaboration and teaching opportunity were created to explore the promises and perils of play-based, place-based, multilingual curriculum and pedagogy. Publications emerging from this collaboration have appeared in a range of journals including New Educator, Theory into Practice, Young Children and the International Journal of Qualitative Studies in Education, as well as in a book he co-authored with Jesse Gainer and Mary Esther Huerta, entitled Power Play: Explorando y Empujando Fronteras en Tejas, through theory building and storytelling in a multilingual play-based early learning curriculum. Gaile S. Cannella is an independent scholar who has served as a tenured Full Professor at Texas A&M University, College Station, and at Arizona State University, Tempe, as well as the Velma Schmidt Endowed Chair of Education at the University of North Texas. Her work has appeared in a range of journals and volumes, including Qualitative Inquiry, Cultural Studies - Critical Methodologies, and International Review of Qualitative Research. Her most recent books are: Critical Qualitative Research Reader (2012) with Shirley Steinberg; Reconceptualizing Early Childhood Care and Education (second edition 2018) with Marianne Bloch and Beth Swadener; Critical Qualitative Inquiry: Foundations and Futures (2015) with Michelle Pérez and Penny Pasque; and Critical Examinations of Quality in Childhood Education and Care (2016) with Michelle Pérez and I-Fang Lee. She is currently working on research projects that include: early years critical perspectives in education, and critical qualitative inquiry as public activisms and unthought imaginary. Dr. Cannella received the 2017 Reconceptualizing Early Childhood Education and Care Bloch Career Award.

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