Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. This book presents research exploring the potential for postfoundational theories to revitalize discussions in 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.

Autorentext

Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria. She has written extensively on the history of child care in Canada; the experiences of young children and early childhood educators in early childhood settings; and posthumanist, poststructural, postcolonial, and anti-racist feminist perspectives in early childhood education. She is editor of Flows, Rhythms and Intensities in Early Childhood Curriculum (Peter Lang, 2011), and co-editor of the journal Canadian Children. Larry Prochner is Professor of Early Childhood Education and Chair of the Department of Elementary Education in the Faculty of Education at the University of Alberta. He is author of A History of Early Childhood Education in Canada, Australia, and New Zealand, and co-editor of Recent Perspectives on Early Childhood Education and Care in Canada.

Inhalt

Contents: Daphney L. Curry/Gaile S. Cannella: Foreword - Reconceptualist Her/Histories in Early Childhood Studies: Challenges, Power Relations, and Critical Activism Larry Prochner/Veronica Pacini-Ketchabaw: Resituating Early Childhood Education: Introduction Katherine Davidson: The Integration of Cognitive and Sociocultural Theories of Literacy Development for Instruction and Research: Why? How? Sherry Rose/Pam Whitty: Valuing Subjective Complexities: Disrupting the Tyranny of Time Luigi Iannacci/Bente Graham: Addressing Divides and Binaries in Early Childhood Education: Disability, Discourse and Theory, and Practice in a Bachelor of Education Program Rachel Langford: An Early Childhood Professional s Authority: How Can It Be Used for Influencing and Instigating Action for Social Goods? Zeenat Janmohamed: When Queer Enters Early Childhood Teacher Training: What s So Inappropriate about That? Judith K. Bernhard: Immigrant Parents Taking Part in Their Children s Education: A Practical Experiment Kathleen Kummen/Veronica Pacini- Ketchabaw/Deborah Thompson: Making Developmental Knowledge Stutter and Stumble: Continuing Pedagogical Explorations with Collective Biography Anna Kirova: Children s Representations of Cultural Scripts in Play: Facilitating Transition from Home to Preschool in an Intercultural Early Learning Program for Refugee Children Mary Caroline Rowan: Resituating Practice through Teachers s Storying of Children s Interests Beth Blue Swadener/Lacey Peters/Sonya Gaches: Taking Children s Rights and Participation Seriously: Cross-national Perspectives and Possibilities.