This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times.
By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods.
Part 1: Global Childhoods
Part 2: Researching Global Childhoods
Part 3: Contemporary Childhoods
Part 4: Pedagogies and Practice
Part 5: Creating Communities for Global Children
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Cuprins
Part 1: Global ChildhoodsEditor′s Introduction – Nicola J. Yelland, Lacey Peters, Nikki Fairchild, Marek Tesar, & Michelle S. Pérez
Part 1 Introduction – Michelle S. Pérez
Chapter 1: The Descendants of the Gods: Maori Indigenous Childhoods – Mere Skerrett
Chapter 2: [Re]Imagining Childhoods in the Global South: South African Experiences – Bekisizwe S. Ndimande
Chapter 3: Globalization and (Un)shifting Notions of Childhood: Middle-Class Parents in and from Urban India Conceptualize Childhood in a Climate of Globalization – Amita Gupta
Chapter 4: Childhoods and Politics in (Post)socialist Societies – Zsuzsa Millei, Nikolai Jeffs, Petar Odak, Iveta Silova, Anikó Varga Nagy, & Anel Kulahmetova
Chapter 5: Postcolonial Childhoods: Historical and Contemporary Notions – Radhika Viruru & Nazneen Askari
Chapter 6: A Study of ‘Learning through Play’ in Mainland China, Hong Kong and Singapore Kindergartens Using Asia as Method – Luting Zhou, Erica Burman, & Susie Miles
Chapter 7: Children′s Geographies Beyond ′Agency′ – Peter Kraftl, Sarada Balagopalan, & Gabriela Tebet
Chapter 8: Relational Mapping and Global Childhoods – Iris Duhn, Karen Malone, & Linda Knight
Chapter 9: Pláticas on Early Childhood and Bilingual Education: Reckoning with the Past to Envision the Future – Paty Abril-Gonzalez & Michelle Salazar Pérez
Part 2: Researching Global Childhoods
Part 2 Introduction – Marek Tesar
Chapter 10: The Historical Emergence of Modern Childhood – Jonas Qvarsebo
Chapter 11: Philosophy of Childhood: Style, Philosophy, and the ‘Post-It’ of Global Childhoods – Andrew Gibbons & Marek Tesar
Chapter 12: Rethinking Global Sociology of Childhoods – Sonja Arndt
Chapter 13: Posthumanism/New Materialism: the Child, Childhood and Education – Hillevi Lenz Taguchi & Christine Eriksson
Chapter 14: Research Methodologies with Young Children: Muddling in the Middle – Kylie Smith
Chapter 15: Black Geographies in Early Childhood Studies – Fikile Nxumalo, Nnenna Odim, & Alison Smith
Chapter 16: Figuring Gender in Early Childhood with Animal Figurines: Pursuing Tentacular Stories about Global Childhoods in the Anthropocene – Jayne Osgood & Sid Mohandas
Chapter 17: Krishnamurti’s Insights for Global Childhood Education and Research – Marina Basu
Chapter 18: Ni niño, ni ruiseñor/Not a child, nor a mockingbird: Decolonisation of Childhoods in Abya Yala – ximena galdames castillo
Chapter 19: Architecting Process-Oriented Research Methodologies in Early Childhood Education – Nikki Rotas
Part 3: Contemporary Childhoods
Part 3 Introduction – Nicola J. Yelland
Chapter 20: Childhoods for the Common Good: The Educational Project of Reggio Emilia – Stefania Giamminuti
Chapter 21: (R)existence in the Borderlands: Immigrant Children in the United States – Angeles Maldonado & Beth Blue Swadener
Chapter 22: Homeless and Street Connected Childhoods: Contemporary Challenges within International Convention Frameworks – Dimitrina Kaneva & Su Corcoran
Chapter 23: Multimodal Childhoods: Lifeworlds and Lived Experiences of Young Children in Pedagogic Cultures – Lorna Arnott & Nicola Yelland
Chapter 24: Learning with Place: Innovative Pedagogies for Climate Action – Jeanne Marie Iorio & Catherine Hamm
Chapter 25: The Every/day Materialities of Children′s School Lives – Casey Meyers
Chapter 26: Children After the Animal Turn: Child-animal Relations and Multispecies Scholarship – Pauliina Rautio, Tuure Tammi, & Riikka Hohti
Chapter 27: Play, Popular Culture and the Aesthetics of Play: Children as Cultural Critics – Haeny S. Yoon
Chapter 28: Minds Nested in Nature – Jay Griffiths
Part 4: Pedagogies and Practice
Part 4 Introduction – Nikki Fairchild
Chapter 29: The Importance of Early Childhood Education and Care for Hungarian Ethnic Minority Groups in Romania, Slovak Republic and Serbia – Eva Mikuska
Chapter 30: Untidying Child Development with a Picturebook: Disrupting Colonising Binary Logic in Teacher Education – Karin Murris, Rose-Anne Reynolds, Heloisa da Silva, & Luzia Aparecida de Souza
Chapter 31: Seeing Beyond: Perspectives of Black and Minority Ethnic Children in English ECEC – Nikki Fairchild & Vini Lander
Chapter 32: On Being Led (astray) by (feral) Materials: Posthuman Research Practice in an outdoor ECEC Atelier – Lucy Hill
Chapter 33: Construction of children’s cultural identity in Chinese context: Understanding young children’s perspectives via popular picture books – Fengling Tang, Pan Yue-Juan, & Niwen Wu
Chapter 34: The Norwegian #barnehageopprør2016 (the 2016 kindergarten riots): Renewed acts of political and professional minor gestures – Ann Merete Otterstad & Constanse Elmenhorst
Chapter 35: From Policy to Pedagogy: Image of the Singapore Child – Wu Pinhui Sandra
Chapter 36: Social Inequality in the Early Childhood Care and Education Practice in Nigeria – Hannah Olubunmi Ajayi
Chapter 37: Quality Early Childhood Care and Education (ECCE) in India: Where do we stand? – Reetu Chandra
Part 5: Creating Communities for Global Children
Part 5 Introduction – Lacey Peters
Chapter 38: Unpacking Children and Childhood in Indonesian Preschool Policy Documents – Ali Formen, Hani Yulindrasari, & Vina Adriany
Chapter 39: Infants and Young Children in Alternative Care – Eunice Lumsden
Chapter 40: Pedagogic Resistance: Children’s Play as Political Agency – Maria Persons
Chapter 41: Children Walking Diverse Worlds: Facing the Trouble of a Settler Colonial Past and Present – Claudia Diaz-Diaz
Chapter 42: Fostering Community and Environmental Sustainability in Early Childhood: A Project on Living Things in a Preschool Classroom – Lacey Peters, Eloah Decat, Victoria Damjanovic, Meaghan Mosher, Cassidy Dickson, & Janette Habashi
Chapter 43: Becoming ADHD in U.S. Public Early Childhood Classrooms: Childhood Amidst Accountability Policies – Kyunghwa Lee
Chapter 44: What deaf Children Think about deaf Education – Jennifer Scarboro
Chapter 45: Constructing an Inclusive Understanding of Rights from the Ground Up: Listening to Young Children Through an International Documentary Film Adventure – John Nimmo & Maria Thereza Oliva Marcilio
Chapter 46: Justice, Dignity and Respect: Love as an Organizing Principle in Global Childhoods – Chelsea Bailey, Janeth Christian Malela & Frank Mbele, Michell Naidoo, Michele Reich, Diego Pérez, Julie Nicholson, Anonymous & Lisette Garcia
Despre autor
Michelle Salazar Pérez is Associate Professor of Early Childhood Education at The University of Texas at Austin. She uses women of color feminisms to inform her community collaborations, research, and pedagogy in early childhood studies. These perspectives not only critically orient her work, but they also foreground the urgency to re-envision the field to support culturally sustaining praxis and programs for minoritized young children. Michelle’s work has been published in Teachers College Record, Contemporary Issues in Early Childhood, the Journal of Early Childhood Teacher Education, and Review of Research in Education. She has co-edited several special issues and books, including an issue of Global Studies of Childhood, which centers global south onto-epistemologies in childhood studies. Michelle is the recipient of the 2020, AERA Mid-Career Award, from the Critical Examination of Race, Ethnicity, Class, and Gender in Education SIG. She was also the Host Chair of the 27th international Reconceptualizing Early Childhood Education (RECE) conference in 2019, and the Chair of the AERA Critical Perspectives on Early Childhood Education (CPECE) SIG in 2018.Cumpărați această carte electronică și primiți încă 1 GRATUIT!
Limba Engleză ● Format EPUB ● Pagini 696 ● ISBN 9781529762099 ● Mărime fișier 5.5 MB ● Editor Nicola J. Yelland & Lacey Peters ● Editura SAGE Publications ● Oraș London ● Țară GB ● Publicat 2021 ● Ediție 1 ● Descărcabil 24 luni ● Valută EUR ● ID 8020071 ● Protecție împotriva copiilor Adobe DRM
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