Sandy Farquhar / Peter Fitzsimons

Philosophy of Early Childhood Education

Transforming Narratives
Herausgeber: Farquhar, Sandy; Fitzsimons, Peter

• Broschiertes Buch

Produktbeschreibung

Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education.

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Produktdetails

• Educational Philosophy and Theory Special Issues
• Verlag: John Wiley and Sons Ltd
• Seitenzahl: 120
• Erscheinungstermin: 4. Februar 2008
• Englisch
• Abmessung: 244mm x 170mm x 7mm
• Gewicht: 226g
• ISBN-13: 9781405174046
• ISBN-10: 1405174048
• Artikelnr.: 22954644

Autorenporträt

Sandy Farquhar is a Senior Lecturer in the Faculty of Education at the University of Auckland, New Zealand. She is currently lecturing in early childhood curriculum and professional studies. Peter Fitzsimons has, at various times, been a teacher, professional musician, radio journalist, factory manager, harassed parent, and an educational management consultant. He was also recently awarded a PhD for his work on Nietzsche and Education.

Inhaltsangabe

Editorial (Michael A. Peters, University of Illinois at Urbana-Champaign).
Introduction (Sandy Farquhar, University of Aukland) and Peter Fitzsimons,
University of Aukland).
1. Meetings Across the Paradigmatic Divide (Peter Moss, Institute of
Education, University of London).
2. The Gift Paradigm in Early Childhood Education (Genevieve Vaughan,
Austin, Texas and Eila Estola, University of Oulu).
3. Conceptions of the Self in Early Childhood: Territorializing identities
(Liselott Borgnon, Institute of Education, Stockholm).
4. Deconstructing and Transgressing the Theory - Practice dichotomy in
early childhood education (Hillevi Lenz Taguchi, Institute of Education,
Stockholm).
5. In Early Childhood: What's language about? (Liane Mozère).
6. The Politics of Processes and Products in Education: An early childhood
metanarrative crisis? (Andrew Gibbons, New Zealand Tertiary College,
Aukland).
7. (Re)Positioning the Child in the Policy/Politics of Early Childhood
(Christine Woodrow, University of Western Sydney and Frances Press, Charles
Sturt University).
Notes on Contributors.
Index.

Rezensionen

"All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being." (CHOICE, March 2009)"Positioning political, feminist, and historical analysis of earlychildhood education within academia has been a hard foughtcampaign. It is now urgently necessary to reflect upon theimplications of the mainstreaming of early childhood in policy andpedagogy. The readings in this monograph provide signposts towardsnew constructions of early childhood education with a fresh framefor advocacy."
-Helen May, University of Otago College of Education

"Opens the door to new ways of imagining philosophy, knowledge,and the new paradigms of theory and research in early childhoodeducation, with different critical perspectives related tophilosophies of knowledge and power. The contributors, leadingresearchers from a variety of countries, illustrate how differentcritical and post-structural philosophical ideas interrogatecurrent policies and practices."
-Marianne Bloch, University of Wisconsin-Madison