Overview

This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

Full Product Details

Author:   Nicola J. Yelland ,  Lacey Peters ,  Nikki Fairchild ,  Marek Tesar
Publisher:   Sage Publications Ltd
Imprint:   Sage Publications Ltd
Weight:   1.380kg
ISBN:  

9781529717815

ISBN 10:   1529717817
Pages:   696
Publication Date:   01 October 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Part 1: Global Childhoods Editor′s Introduction - Nicola J. Yelland, Lacey Peters, Nikki Fairchild, Marek Tesar, & Michelle S. Pérez Part 1 Introduction - Michelle S. Pérez Chapter 1: The Descendants of the Gods: Maori Indigenous Childhoods - Mere Skerrett Chapter 2: [Re]Imagining Childhoods in the Global South: South African Experiences - Bekisizwe S. Ndimande Chapter 3: Globalization and (Un)shifting Notions of Childhood: Middle-Class Parents in and from Urban India Conceptualize Childhood in a Climate of Globalization - Amita Gupta Chapter 4: Childhoods and Politics in (Post)socialist Societies - Zsuzsa Millei, Nikolai Jeffs, Petar Odak, Iveta Silova, Anikó Varga Nagy, & Anel Kulahmetova Chapter 5: Postcolonial Childhoods: Historical and Contemporary Notions - Radhika Viruru & Nazneen Askari Chapter 6: A Study of ‘Learning through Play’ in Mainland China, Hong Kong and Singapore Kindergartens Using Asia as Method - Luting Zhou, Erica Burman, & Susie Miles Chapter 7: Children′s Geographies Beyond ′Agency′ - Peter Kraftl, Sarada Balagopalan, & Gabriela Tebet Chapter 8: Relational Mapping and Global Childhoods - Iris Duhn, Karen Malone, & Linda Knight Chapter 9: Pláticas on Early Childhood and Bilingual Education: Reckoning with the Past to Envision the Future - Paty Abril-Gonzalez & Michelle Salazar Pérez Part 2: Researching Global Childhoods Part 2 Introduction - Marek Tesar Chapter 10: The Historical Emergence of Modern Childhood - Jonas Qvarsebo Chapter 11: Philosophy of Childhood: Style, Philosophy, and the ‘Post-It’ of Global Childhoods - Andrew Gibbons & Marek Tesar Chapter 12: Rethinking Global Sociology of Childhoods - Sonja Arndt Chapter 13: Posthumanism/New Materialism: the Child, Childhood and Education - Hillevi Lenz Taguchi & Christine Eriksson Chapter 14: Research Methodologies with Young Children: Muddling in the Middle - Kylie Smith Chapter 15: Black Geographies in Early Childhood Studies - Fikile Nxumalo, Nnenna Odim, & Alison Smith Chapter 16: Figuring Gender in Early Childhood with Animal Figurines: Pursuing Tentacular Stories about Global Childhoods in the Anthropocene - Jayne Osgood & Sid Mohandas Chapter 17: Krishnamurti’s Insights for Global Childhood Education and Research - Marina Basu Chapter 18: Ni niño, ni ruiseñor/Not a child, nor a mockingbird: Decolonisation of Childhoods in Abya Yala - ximena galdames castillo Chapter 19: Architecting Process-Oriented Research Methodologies in Early Childhood Education - Nikki Rotas Part 3: Contemporary Childhoods Part 3 Introduction - Nicola J. Yelland Chapter 20: Childhoods for the Common Good: The Educational Project of Reggio Emilia - Stefania Giamminuti Chapter 21: (R)existence in the Borderlands: Immigrant Children in the United States - Angeles Maldonado & Beth Blue Swadener Chapter 22: Homeless and Street Connected Childhoods: Contemporary Challenges within International Convention Frameworks - Dimitrina Kaneva & Su Corcoran Chapter 23: Multimodal Childhoods: Lifeworlds and Lived Experiences of Young Children in Pedagogic Cultures - Lorna Arnott & Nicola Yelland Chapter 24: Learning with Place: Innovative Pedagogies for Climate Action - Jeanne Marie Iorio & Catherine Hamm Chapter 25: The Every/day Materialities of Children′s School Lives - Casey Meyers Chapter 26: Children After the Animal Turn: Child-animal Relations and Multispecies Scholarship - Pauliina Rautio, Tuure Tammi, & Riikka Hohti Chapter 27: Play, Popular Culture and the Aesthetics of Play: Children as Cultural Critics - Haeny S. Yoon Chapter 28: Minds Nested in Nature - Jay Griffiths Part 4: Pedagogies and Practice Part 4 Introduction - Nikki Fairchild Chapter 29: The Importance of Early Childhood Education and Care for Hungarian Ethnic Minority Groups in Romania, Slovak Republic and Serbia - Eva Mikuska Chapter 30: Untidying Child Development with a Picturebook: Disrupting Colonising Binary Logic in Teacher Education - Karin Murris, Rose-Anne Reynolds, Heloisa da Silva, & Luzia Aparecida de Souza Chapter 31: Seeing Beyond: Perspectives of Black and Minority Ethnic Children in English ECEC - Nikki Fairchild & Vini Lander Chapter 32: On Being Led (astray) by (feral) Materials: Posthuman Research Practice in an outdoor ECEC Atelier - Lucy Hill Chapter 33: Construction of children’s cultural identity in Chinese context: Understanding young children’s perspectives via popular picture books - Fengling Tang, Pan Yue-Juan, & Niwen Wu Chapter 34: The Norwegian #barnehageopprør2016 (the 2016 kindergarten riots): Renewed acts of political and professional minor gestures - Ann Merete Otterstad & Constanse Elmenhorst Chapter 35: From Policy to Pedagogy: Image of the Singapore Child - Wu Pinhui Sandra Chapter 36: Social Inequality in the Early Childhood Care and Education Practice in Nigeria - Hannah Olubunmi Ajayi Chapter 37: Quality Early Childhood Care and Education (ECCE) in India: Where do we stand? - Reetu Chandra Part 5: Creating Communities for Global Children Part 5 Introduction - Lacey Peters Chapter 38: Unpacking Children and Childhood in Indonesian Preschool Policy Documents - Ali Formen, Hani Yulindrasari, & Vina Adriany Chapter 39: Infants and Young Children in Alternative Care - Eunice Lumsden Chapter 40: Pedagogic Resistance: Children’s Play as Political Agency - Maria Persons Chapter 41: Children Walking Diverse Worlds: Facing the Trouble of a Settler Colonial Past and Present - Claudia Diaz-Diaz Chapter 42: Fostering Community and Environmental Sustainability in Early Childhood: A Project on Living Things in a Preschool Classroom - Lacey Peters, Eloah Decat, Victoria Damjanovic, Meaghan Mosher, Cassidy Dickson, & Janette Habashi Chapter 43: Becoming ADHD in U.S. Public Early Childhood Classrooms: Childhood Amidst Accountability Policies - Kyunghwa Lee Chapter 44: What deaf Children Think about deaf Education - Jennifer Scarboro Chapter 45: Constructing an Inclusive Understanding of Rights from the Ground Up: Listening to Young Children Through an International Documentary Film Adventure - John Nimmo & Maria Thereza Oliva Marcilio Chapter 46: Justice, Dignity and Respect: Love as an Organizing Principle in Global Childhoods - Chelsea Bailey, Janeth Christian Malela & Frank Mbele, Michell Naidoo, Michele Reich, Diego Pérez, Julie Nicholson, Anonymous & Lisette Garcia

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Author Information

Nicola Yelland is the Professor of Early Childhood Studies in the Melbourne Graduate School of Education at the University of Melbourne.   Her teaching and research interests have been related to the use of new technologies in school and community contexts. She has also worked in East Asia and examined the culture and curriculum of early childhood settings. Nicola’s work engages with educational issues with regard to varying social, economic and political conditions and thus requires multidisciplinary perspectives.  Selected publications include; Reimagining play with new technologies in L. Arnott (Ed.) Digital technologies and learning in the early years. (London, UK: SAGE) and Yelland, N.J. & Leung, W.M. Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning in the International Journal of Early Years, and Arnott, L. & Yelland, N.J. (2020). Multimodal lifeworlds: Pedagogies for play inquiries and explorations in Journal of Early Childhood Education Research.  She is the editor of an edited collection with Dana Franz-Bentley; Found in translation: Connecting reconceptualist thinking with contemporary early childhood practices (New York: Routledge). Nicola is the founding co-editor of Contemporary Issues in Early Childhood and Global Studies of Childhood and the Series Editor of Changing Images of Early Childhood with Routledge (New York).  Lacey Peters is a tenured Assistant Professor of Early Childhood Education at Hunter College of the City University of New York. Her teaching and scholarship emphasize advocacy, and weave together pedagogical, programmatic, and political aspects of early childhood. Dr. Peters’ current  research explores early childhood educators’ lived experiences in classrooms and examines their roles as policy enactors. She is working on a project that foregrounds Universal Pre Kindergarten teachers’ perspectives on using authentic assessment systems. She is also engaged in children′s rights-based research, emphasizing the voices of younger people in her scholarship. Dr. Peters has published in the Journal of Early Childhood Research, Global Studies of Childhood, Early Years, the School Community Journal, and Teaching and Teacher Education. Nikki Fairchild is Associate Head (Research and Innovation) in the School of Education and Sociology at the University of Portsmouth (UK). Her research interests include post-humanist and new materialism feminist theorizing which have been employed to articulate more-than-human subjectivities in the Early Years. Her PhD thesis explored more-than-human subjectivities with Early Years Teachers and explored the ways in which these are linked to a fluid and distributed understanding of their professional identity. Her recent research centres on place/space in classrooms and gardens. This has been enacted using walking-with methodologies through which she has become interested in the work of Indigenous and Black scholars writing about settler colonialism. This work has encouraged her to think through the impact of Eurocentric colonial practices in English ECEC and consider how this intersects with post-humanist and new material feminist thinking. Dr Fairchild is also part of any International collective which challenges the knowledge practices in conference spaces. The collective enacts arts-based research-creation workshops at conferences to consider how human, non-human and other-than-human bodies interact. The collective has recently been awarded a Special Commendation for the BERA Anna Craft Creativities in Education 2020 Prize. Marek Tesar is an Associate Professor and the Associate Dean International at the Faculty of Education and Social Work, University of Auckland. His expertise is in early childhood education in both New Zealand as well as international contexts. His work focuses on educational policy, philosophy, pedagogy, methodology and curriculum, and draws on his background as a qualified teacher as well as his extensive knowledge of international education systems. He has published over 100 peer-reviewed publications. His scholarly work has received numerous prestigious national and international awards and accolades. He edits three educational book series with renowned publishers, and is the Editor of six academic journals including Editor-in-Chief of Policy Futures in Education (SAGE). As of 2020, he is President of the Philosophy of Education Society of Australasia (PESA), and currently chairs the Steering Committee of the Reconceptualising Early Childhood Education society (RECE). Michelle Salazar Pérez is Associate Professor of Early Childhood Education at The University of Texas at Austin. She uses women of color feminisms to inform her community collaborations, research, and pedagogy in early childhood studies. These perspectives not only critically orient her work, but they also foreground the urgency to re-envision the field to support culturally sustaining praxis and programs for minoritized young children. Michelle’s work has been published in Teachers College Record, Contemporary Issues in Early Childhood, the Journal of Early Childhood Teacher Education, and Review of Research in Education. She has co-edited several special issues and books, including an issue of Global Studies of Childhood, which centers global south onto-epistemologies in childhood studies. Michelle is the recipient of the 2020, AERA Mid-Career Award, from the Critical Examination of Race, Ethnicity, Class, and Gender in Education SIG. She was also the Host Chair of the 27th international Reconceptualizing Early Childhood Education (RECE) conference in 2019, and the Chair of the AERA Critical Perspectives on Early Childhood Education (CPECE) SIG in 2018.

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