Overview

Tony Eaude argues that the foundations of a robust but flexible identity are formed in early childhood and that children live within many intersecting and sometimes conflicting cultures. He considers three meanings of culture, associated with (often implicit) values and beliefs; the arts; and spaces for growth. In exploring how young children’s identities, as constructed and constantly changing narratives, are shaped, he discusses controversial, intersecting factors related to power in terms of race/ethnicity, gender, religion, class, physical ability and age. Eaude explores how young children learn, often tacitly, highlighting reciprocity, example, habituation and children’s agency and voice. He emphasises the importance of a sense of belonging, created through trusting relationships, and inclusive environments, with adults drawing on and extending children’s cultural capital and ‘funds of knowledge.’ Eaude shows how a holistic education requires a breadth of opportunities across and beyond the school curriculum, and highlights how play, the humanities and the arts enable children to explore how it is to be human, and to become more humane, broadening horizons and helping challenge preconceptions and stereotypes. This radical, inclusive and culturally sensitive vision, for an international audience, challenges many current assumptions about identity, culture, childhood and education.

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9781350206694

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The sheer sweep of the coverage is certainly impressive ... A carefully constructed text, drawing incisively on a wealth of literature and enhanced by the personal voice of an author with a substantial career in teaching behind him. It also has the virtue of offering us an enlightened vision of what education can be about, culturally sensitive and inclusive in ethos. * Education 3-13 * An insightful discussion of the roles gender, class, and race play in shaping identity and how adults can best support all children as they grow and learn. Eaude's education model rooted in virtue ethics is a timely response to anxieties about preparing students to live in a diverse world. * Karen-Marie Yust, Rowe Professor of Christian Education, Union Presbyterian Seminary, USA * In an increasingly changing and uncertain world in which people's identities are constructed and fluid, Tony Eaude's book is essential reading for anyone who works and interacts with children. * Brendan Hyde, Associate Professor, BBI - Australian Institute of Theological Education, Australia * In an era when identity and culture have become so important in schools and wider society it is extremely good to find a text that addresses these issues in a thoughtful, articulate and positive way as well as considering some of the practical implications for teachers. This is a text that we should welcome. * Mark Brundrett, Professor of Education, Liverpool John Moores University, UK *

The sheer sweep of the coverage is certainly impressive ... A carefully constructed text, drawing incisively on a wealth of literature and enhanced by the personal voice of an author with a substantial career in teaching behind him. It also has the virtue of offering us an enlightened vision of what education can be about, culturally sensitive and inclusive in ethos. * Education 3-13 * Essential reading ... Eaude's careful presentation of issues facing children is staggering. * International Journal of Children's Spirituality * [An] insightful discussion of the roles that gender, class, and race play in shaping young children's identities. * Religious Education * An insightful discussion of the roles gender, class, and race play in shaping identity and how adults can best support all children as they grow and learn. Eaude's education model rooted in virtue ethics is a timely response to anxieties about preparing students to live in a diverse world. * Karen-Marie Yust, Rowe Professor of Christian Education, Union Presbyterian Seminary, USA * In an increasingly changing and uncertain world in which people's identities are constructed and fluid, Tony Eaude's book is essential reading for anyone who works and interacts with children. * Brendan Hyde, Associate Professor, BBI - Australian Institute of Theological Education, Australia * In an era when identity and culture have become so important in schools and wider society it is extremely good to find a text that addresses these issues in a thoughtful, articulate and positive way as well as considering some of the practical implications for teachers. This is a text that we should welcome. * Mark Brundrett, Professor of Education, Liverpool John Moores University, UK * Identity, Culture and Belonging is an intentionally accessible text, avoiding overwrought academic jargon all the while warranting claims with empirical and theoretical evidence. Throughout, Eaude impressively addresses several key scholarly tensions regarding how children learn ... this is a fantastic text with significant contributions to the field. * Teachers College Record * It is an invaluable tool of inquiry in further implementing culturally responsive curriculum and pedagogies that facilitate the healthy transition for children and youth into adulthood. * Children & Society * This book is much needed for the times in which we live ... Tony Eaude has drawn extensively on writing and research to identify and discuss many relevant issues ... this book is a welcome addition to the literature and provides an excellent source of ideas and information for parents and educators who are striving to help their children to grow into wholesome and inclusive people who are comfortable with their multiple identities so that they can find their place in the worlds they inhabit. * Journal of Beliefs & Values: Studies in Religion & Education *

Author Information

Tony Eaude is an experienced independent researcher, mainly working with teachers of young children and teacher educators. He was for nine years the headteacher of a multicultural first school, before studying for a doctorate at Oxford University, UK. He has published extensively, especially on how young children develop and learn and the implications for teachers. Details of his work are available on www.edperspectives.org.uk

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