Overview

This second edition of Reconceptualizing Early Childhood Education and Care—A Reader: Critical Questions, New Imaginaries & Social Activism is a foundational text that presents contemporary theories, debates and political concerns regarding early education and child care around the globe. Chapter authors are leading contributors in discussions about critical early childhood studies over the past twenty-five years. The volume editors of Reconceptualizing Early Childhood Education and Care are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood, early years, and primary education, critical childhood studies, critical curriculum studies and critical theories/perspectives.

Full Product Details

Author:   Gaile S. Cannella ,  Marianne N. Bloch ,  Beth Blue Swadener ,  Gaile S. Cannella
Publisher:   Peter Lang Publishing Inc
Imprint:   Peter Lang Publishing Inc
Edition:   New edition
Volume:   7
Weight:   0.710kg
ISBN:  

9781433154171

ISBN 10:   143315417
Pages:   362
Publication Date:   27 April 2018
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

"Acknowledgements – Marianne N. Bloch/Beth Blue Swadener/Gaile S. Cannella: Introduction: Reconceptualist Histories and Possibilities – Marianne N. Bloch: Interrogating Reconceptualizing Early Care and Education (RECE)—25 Years Along – Shirley A. Kessler: Reconceptualizing the Early Childhood Curriculum: An Unaddressed Topic – Joseph Tobin: Anxiety, Theory, and the Challenges of Doing Early Childhood Research – Jonathan Silin: Through a Queer Lens: Recuperative Longings and the Reconceptualizing Past – Michael O’Loughlin: Still Waiting for the Revolution – Susan Grieshaber/Felicity McArdle: Social Justice, Risk, and Imaginaries – Gunilla Dahlberg/Peter Moss: Reconceptualising Evaluation in Early Childhood Education – Marek Tesar/Sonja Arndt: Posthuman Childhoods: Questions Concerning ‘Quality’ – Michelle Salazar Pèrez/Cinthya M. Saavedra: Black and Chicana Feminisms: Journeys Toward Spirituality and Reconnection – Liselott Mariett Olsson/Ebba Theorell: Affective/Effective Reading and Writing Through Real Virtualities in a Digitized Society – Gail Boldt/Joseph Michael Valente: Bring Back the Asylum: Reimagining Inclusion in the Presence of Others – Chelsea Bailey: Radical Theories of Presence in Early Childhood Imaginaries – Denise Proud/Cynthia à Beckett: Our Story of Early Childhood Collaboration: Imagining Love and Grace – Cheryl Rau/Jenny Ritchie: Ki te Whai ao, ki te ao Marama: Early Childhood Understandings in Pursuit of Social, Cultural, and Ecological Justice – Affrica Taylor: Situated and Entangled Childhoods: Imagining and Materializing Children’s Common World Relations – Veronica Pacini-Ketchabaw/Fikile Nxumalo: Posthumanist Imaginaries for Decolonizing Early Childhood Praxis – Mariana Souto-Manning/Maisha T. Winn/Nicole McGowan/Jessica Martell: Reconceptualizing Early Childhood Education and the (Im)Possibility of Racial Justice – Valerie Polakow: None for You: Children’s Capabilities and Rights in Profoundly Unequal Times – Mark Nagasawa/Lacey Peters/Beth Blue Swadener: The Costs of Putting Quality First: Neoliberalism, (Ine)quality, (Un)affordability, and (In)accessibility? – Mathias Urban: Learning From the Margins: Early Childhood Imaginaries, ""Normal Science,"" and the Case for a Radical Reconceptualization of Research and Practice – Janette Habashi: [Im]possibilities of Reinvention of Palestinian Early Childhood Education – Jeanne Marie Iorio/Will Parnell/Elizabeth P. Quintero/Catherine Hamm: Early Childhood Teacher Educator as Public Intellectual – Kylie Smith/Sheralyn Campbell: Social Activism: The Risky Business of Early Childhood Educators in Neoliberal Australian Classrooms – I-Fang Lee/Nicola Yelland: The Global Childhoods Project: Complexities of Learning and Living With a Biliterate and Trilingual Literacy Policy – Gaile S. Cannella: Critical Qualitative Research and Rethinking Academic Activism in Childhood Studies – About the Authors."

Reviews

The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children. -Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women's Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder. -Gunilla Dahlberg, Professor Emerita, Stockholm University, Sweden Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, `normalization' and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways. -Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University

Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, `normalization' and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways. -Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder. -Gunilla Dahlberg, Professor Emerita, Stockholm University, Sweden The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children. -Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women's Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University

The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children. -Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women's Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, `normalization' and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways. -Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder. -Gunilla Dahlberg, Professor Emerita, Stockholm University, Sweden

The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children. -Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women's Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, 'normalization' and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways. -Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder. -Gunilla Dahlberg, Professor Emerita, Stockholm University, Sweden

Today when the disenchantment with the dominant discourses within the field of early childhood education is pervasive, this is a timely and important book. The editors, as the leading-edge of the reconceptualizing early childhood education movement since the early 1990s, have here assembled researchers who have been influential in contesting the normalizing and universalizing processes of the mainstream discourses within the field, as well as in creating a space for new critical theories and paradigmatic positions that welcome complexity, diversity, uncertainty as well as wonder. -Gunilla Dahlberg, Professor Emerita, Stockholm University, Sweden The authors draw on twenty-five years of research and scholarship on reconceptualizing early childhood education to push us to intensify our struggles for equity, justice, inclusion, redistributive economics and social politics. With stories and voices that are both discomfiting and inspirational, they ask hard questions about how it could be and how we can use our imaginations and our activisms to make it better for all children. -Mara Sapon-Shevin, Professor of Inclusive Education, Faculty Member, Disabilities Studies, Women's Studies, Programs in the Analysis & Resolution of Conflicts, Syracuse University Weaving together as well as juxtaposing theoretical perspectives, conceptual concerns and activist-oriented commitments, the editors and authors of this reader compel educators not only to ponder but also to enact new imaginaries of early childhood and child care pedagogies, research, theories, policies and curricula. Representing cross-generational, transnational and theoretically rich and yet diverse perspectives, this text is a must-read for educators concerned with the care and education of all children, especially within current education climates dominated by the rage for accountability, `normalization' and standardization. Reconceptualizing early childhood care and education is an on-going commitment, one that these contributors perform in challenging and inspiring ways. -Janet L. Miller, Professor, Department of Arts & Humanities, Teachers College, Columbia University

Author Information

Marianne N. Bloch is Professor Emerita in the Departments of Curriculum and Instruction and Gender and Women’s Studies at the University of Wisconsin-Madison. Beth Blue Swadener is Professor and Associate Director of the School of Social Transformation at Arizona State University-Tempe. Gaile S. Cannella is an independent scholar, former professor and endowed chair and series editor for Childhood Studies, as well as Post-Anthropocentric Inquiry at Peter Lang. All are founding members of the International Reconceptualizing Early Childhood Education group and are former early childhood classroom teachers, scholars who have conducted research that is published in multiple books and refereed journals and early years policy activists.

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