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Palgrave Macmillan (2018)
In this book, Silin maps the common ground between early childhood and the period sociologists call “young-old age.” Emphasizing the continuities that bind children and adults rather than the differences that traditional developmental psychology claims separate us, he focuses on the themes we all manage across a lifetime. Building on memoir and narrative, Silin argues that when we recognize how the concerns of childhood continue to thread their way through our experience, we look anew at the shape of our lives. This book highlights the powerful generative acts through which people of all ages find new meanings and relationships to compensate for the individual and social losses that mark our lives.
Edited by Samara Madrid Akpovo, Mary Jane Moran, Robin Brookshire
Drawing from an array of international scholars’ practical experiences, Collaborative Cross-Cultural Research Methodologies in Early Care and Education Contexts demonstrates how to conduct collaborative cross-cultural research and investigates the field’s nuances and dilemmas. The book focuses on rich, real-life attempts to negotiate and develop culturally sensitive theoretical and conceptual frameworks, equivalent studies, and systems of relationships across distances, languages, ethics, and practices. The models presented consider the possible political and moral implications for all participants in cross-cultural research endeavors, including issues of race, colonization, immigration, indigenous populations, and more.
Peter Lang (2018)
Tim Kinard, Jesse Gainer, Mary Esther Soto Huerta
Power Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students’ lived encounters—the languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives. This book questions “beginnings” and celebrates the word “And.”
This book increases the awareness of youth political agency and how it relates to adults, governments, communities, and local and global discourse. It reveals the complexity of youth’s political lives as it intersects with social identifiers such as location, gender, and political status, and interacts with neoliberal discourse embedded in media, local politics, education, and religious idioms. This book fills a gap in existing research to provide a body of literature on the political socialization and its manifestation in youth political agency. The research findings aid in understanding the abilities of youth to reason, reflect upon, articulate, and act upon their political views. This research is not only pertinent to children in Palestine, but can also be applied to children living everywhere as global discourse of oppression is not limited to a location, age or a group.
Edited by Samara Madrid, David Fernie, Rebecca Kantor
This volume examines the emotional world of the early childhood classroom as it affects young children (whose emotional wellbeing is crucial to successful learning), educators (for whom teaching is never a solely cognitive act), parents, and administrators. In a culture where issues such as bullying and teacher burnout comprise major challenges to student success, this book brings together diverse voices (researchers, practitioners, children, and parents) and multiple perspectives (theoretical and personal) to refocus attention on the pivotal role of emotion in schools. Read More
Peter Lang (2014)
Marianne N. Bloch, Beth Blue Swadener, and
Gaile S. Cannella (eds.)
Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement.
This book offers a paradigmatic shift in the ways in which childhood and nature are conceived and pedagogically deployed, and invites readers to critically reassess the naturalist childhood discourses that are rife within popular culture and early years education.