Publications by RECE Colleagues

In Conversation with Jonathan Silin:
past, present and future

Contemporary Issues in Early Childhood - SPECIAL ISSUE Volume 14, Number 1 (2013)

Anthony Semann and Cristyn Davies in conversation with Jonathan Silin

Semiotics of Disability in Kenya:
The Convergence of Culture and Postcoloniality

PowerPlay: A Journal of Educational Justice - Volume 5, Number 1 (2013)

Kagendo Mutua and Beth Blue Swadener

This article explores sociocultural constructions and understandings of disability by examining ways in which language is used to construct disability in the Swahili language in Kenya.

The Uses of Psychoanalysis in Working with Children's Emotional Lives

Jason Aronson (March 2013)

Edited by Michael O'Loughlin

The purpose of this volume is to offer very specific illustrations of psychoanalytic ways of thinking and working in both clinical and pedagogical contexts with children. This book, then, is designed precisely for professionals who work with infants, children, and adolescents, and who are seeking modes of working that respects emotions, that embrace context, and that privilege imagination and possibility.

Reconceptualizing theory/policy/curriculum/pedagogy in Early Child (Care and) Education: Reconceptualizing Early Childhood Education (RECE) 1991-2012

International Journal of Equity and Innovation in Early Childhood
Vol 11, No 1 (2013)

Marianne N. Bloch

"RECE is less an organization than an evolving group of early childhood educators who come together each year to discuss cutting edge research, theory, and practice. We are not incorporated. There are no dues (other than the annual conference fee). There is no official publication (other than the web site). We have no board or officers (other than the folks who volunteer at each conference to host and organize the conference the following year)" - RECE Wiki

Early Childhood and Compulsory Education:
Reconceptualising the relationship

Routledge (2013)

Edited by Peter Moss

The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. This book contests the 'readying for school' relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place.

Psychodynamic Perspectives on Working with Children, Families, and Schools

Jason Aronson (December 2012)

Edited by Michael O'Loughlin

With the push toward accountability and test performance in schools there has been a decline in emphasis on creativity, imagination, and feelings in schools. Psychodynamic Perspectives on Working with Children, Families, and Schools is designed for students and professionals who are interested in restoring such values to their work with children.

Preschool in Three Cultures Revisited:
A Video Companion

avaiable at www.joetobin.net

These edited, narrated videos are meant to be companions to Preschool in Three Cultures (Yale University Press, 1989) and Preschool in Three Cultures Revisited (University of Chicago Press, 2009).

Conversations from Penn State: Joseph Valente

The Makings of a Superhero

Joseph Valente is a self-identified superhero; he’s using the proverbial pen to fight the good fight by spreading a simple message: deaf people are not disabled. He discusses the desperate need for changes in the education of deaf students and his crusade for a more ASL-friendly world. *This program will feature ASL interpretation.

Beyond Pedagogies of Exclusion in Diverse Childhood Contexts  

Palgrave Macmillan (2009)

Edited by Soula Mitakidou, Evangelia Tressou,
Beth Blue Swadener, and Carl A. Grant

As a diverse, interdisciplinary group of scholars, drawing from experience in 12 countries, contributors to this volume share an anti-oppressive stance and have utilized an array of theories and research strategies to counter the persistent and growing number of exclusions in education – based on race, class, gender, ethnicity, language, dis/ability, sexual orientation, and citizenship status.