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In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.
List of contents
Contents: Veronica Pacini-Ketchabaw: Curriculum's Flows, Rhythms, and Intensities: A Beginning - Enid Elliot: Thinking beyond a Framework: Entering into Dialogues - Cristina D. Vintimilla: These Ventriloquist Walls: Troubling Language in Early Childhood Education - Kirsten Ho Chan: Rethinking Children's Participation in Curriculum Making: A Rhizomatic Movement - Iris Berger: Extending the Notion of Pedagogical Narration through Hannah Arendt's Political Thought - Deborah Thompson: A Story to Unsettle Assumptions about Critical Reflection in Practice - Kathleen Kummen: Is It Time to Put «Tidy Up Time» Away?: Contesting Routines and Transitions in Early Childhood Spaces - Sylvia Kind: Art Encounters: Movements in the Visual Arts and Early Childhood Education - Veronica Pacini-Ketchabaw/Fikile Nxumalo: A Curriculum for Social Change: Experimenting with Politics of Action or Imperceptibility - Mary Caroline Rowan: Disrupting Colonial Power through Literacy: A Story about Creating Inuttitut-Language Children's Books - Laurie Kocher/Paul Cabaj/David Chapman/Nancy Chapman/Carmen Ryujin/Elizabeth Wooding: Families and Pedagogical Narration: Disrupting Traditional Understandings of Family Involvement.
About the author
Veronica Pacini-Ketchabaw is Associate Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria.
Report
«This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London)
