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Resistance and Representation: Rethinking Childhood Education provides a critical, cross-cultural narrative of early childhood education at the end of the twentieth century. Contributors from the United States, Canada, and the Pacific Rim explore issues of identity and practice in early childhood education, employing feminist, critical, and postmodern perspectives in understanding the lives of young children, their parents, and their teachers. Through their multilayered narratives, the scholars included in this book share their understandings of how theoretical shifts and understandings have impacted their thinking about early childhood research and practice, and their thoughts about issues of research representation and resistance. The contributors' writings point to the importance of feminist, critical, and postmodern theory as frames for early childhood research and reflect the broad array of perspectives on curricular, social, and pedagogical issues within the early childhoodfield.
"The contributions in Jipson and Johnson's edited collection reflect the belief that the world can be shaped by human action and that a commitment to social change can enhance the lives of children. This volume constitutes a unique contribution to the field of early childhood education as it examines issues of resistance and representation. Not only do the authors challenge the hegemony of the psychologically driven models in the field, but they also question the construction of childhood from the western cultural experience that inscribes power and privilege. This book explores how a 'more authentic and culturally responsive early childhood practice can be created' (Jipson) while continuing to build upon the work of the early childhood reconceptualists. The authors propose promising feminist, critical, multicultural, postmodern, and postcolonial perspectives; question dominant representations of childhood; explore the constructions of teacher identity; and challenge the assumptions of early childhood research and scholarship." (Lourdes Diaz Soto, Pennsylvania State University)
"This provocative, multivocal edited volume brings together a rich and compelling set of essays, research reports, and theoretical analyses that continue to interrogate and deconstruct persistent assumptions and discourses within the early childhood education field. Reflecting a decade of reconceptualist scholarship and debate, this book foregrounds critical, cross-cultural, neocolonial, postmodern, and feminist framings of early childhood curriculum and research. With chapters written by scholars from Australia, Canada, and the United States, the reader is engaged with border crossings, culturally framed narratives, and encounters with the often contradictory prevailing sensibilities and theoretical hegemonies of early childhood discourse. I recommend this book to anyone who is open to decolonizing research, problematizing empirical and theoretical masterscripts, and yearnings for spaces of unimagined possibility. In the words of bell hooks, this book serves those of us who have chosen the margin 'as a space of radical openness' in our lives and work." (Beth Blue Swadener, Professor, Teaching Leadership and Curriculum Studies, Kent State University)
"This provocative, multivocal edited volume brings together a rich and compelling set of essays, research reports, and theoretical analyses that continue to interrogate and deconstruct persistent assumptions and discourses within the early childhood education field. Reflecting a decade of reconceptualist scholarship and debate, this book foregrounds critical, cross-cultural, neocolonial, postmodern, and feminist framings of early childhood curriculum and research. With chapters written by scholars from Australia, Canada, and the United States, the reader is engaged with border crossings, culturally framed narratives, and encounters with the often contradictory prevailing sensibilities and theoretical hegemonies of early childhood discourse. I recommend this book to anyone who is open to decolonizing research, problematizing empirical and theoretical masterscripts, and yearnings for spaces of unimagined possibility. In the words of bell hooks, this book serves those of us who have chosen the margin 'as a space of radical openness' in our lives and work." (Beth Blue Swadener, Professor, Teaching Leadership and Curriculum Studies, Kent State University)