Going Beyond the Theory/Practice Divide in Early Childhood
Education focuses on the use of pedagogical documentation as a tool
for learning and transformation. Based on innovative research, the
author presents new approaches to learning in early childhood
education, shifting attention to the force and impact which
material objects and artefacts can have in learning. Drawing upon
the theories of feminist Karen Barad and philosophers Gille Deleuze
and Felix Guattari, Hillevi Lenz Taguchi discusses examples of how
pens, paper, clay and construction materials can be understood as
active and performative agents, challenging binary divides such as
theory/practice, discourse/matter and mind/body in teaching and
learning. Numerous examples from practice are explored to introduce
an intra-active pedagogy. 'Methodological' strategies for learning
with children in preschools, and in teacher education, are brought
to the fore. For example:
- the neighbourhood around the preschool and children's homes is
explored, using drawing and construction-work on the floor;
- mathematics is investigated in teacher education, using the
body, dance and music to investigate mathematical relationships and
problems;
- taken-for-granted forms of academic writing are challenged by
different forms of praxis- and experience-based writings that
transgress the theory/practice divide;
- children, students and teacher educators use pedagogical
documentation to understand their own learning, and to critique
dominant habits of thinking and doing.
Challenging the dominant understanding of inclusion in
educational contexts, and making difference actively visible and
positive, this book is rooted in the experiences, practices and
words of teachers, teacher educators and student teachers. It will
appeal to all those involved in early childhood education and also
to those interested in challenging educational thinking and
practices.
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