Educators and community-based professionals are often required to
work with children and families from a range of diverse
backgrounds. The second edition of this popular book goes beyond
simplistic definitions of diversity, encouraging a much broader
understanding and helping childhood educators and community-based
professionals develop a critical disposition towards assumptions
about children and childhood in relation to diversity, difference
and social justice. As well as drawing on research, the book gives
an overview of relevant contemporary social theories, including
poststructuralism, cultural studies, critical theory,
postcolonialism, critical 'race' theory, feminist perspectives and
queer theory. It interrogates practice and explores opportunities
and strategies for creating a more equitable environment, whilst
covering key issues impacting on children's lives, including:
globalization, neoliberalism, new racisms, immigration,
Indigeneity, refugees, homophobia, heterosexism and constructions
of childhood. Each chapter provides an overview of the area of
discussion, a focus on the implications for practice, and
recommended readings. Providing insight into how social justice
practices in childhood education and community-based service
delivery can make a real difference in the lives of children, their
families and communities, this is key reading for early childhood
and primary educators, community-based professionals, university
students and researchers. "This thoughtful, topical book addresses
a considerable range of diversity issues relevant to teacher
educators, their students, and other professionals who work with
children and their families within and beyond Australia. Indigenous
issues including language maintenance and revival have particular
relevance within postcolonial nation states. Other issues of
international relevance include: identities and retention of
community languages, gender equity, childhood and sexuality,
poverty and inequalities, and related policies. The writing is
critical, scholarly, and engaging. This timely second edition draws
on the authors' longstanding teacher education experiences, and
their most recent research, to revisit the challenges of diversity
and difference in children's lives". Dr Valerie N. Podmore, former
associate professor, Faculty of Education and Social Work, the
University of Auckland, New Zealand "The second edition of Robinson
and Jones Diaz's Diversity and Difference in Childhood is a
thoroughly welcome addition to my list of key texts for students of
early childhood and childhood studies. It provides a means from the
outset for educating undergraduate students from within critical
postmodern and post structural perspectives - thus orienting their
views of and actions within their future professions towards
critical and equitable practices that value difference rather than
treat is as a problem to be solved. Furthermore, for practitioners
who find themselves questioning modernist constructions of
children, development, difference, diversity and their work, the
book provides a thorough grounding in frameworks and tools that
will help them re-theorise what they are doing whilst
simultaneously supporting them towards positive change." Alexandra
C. Gunn, Associate Dean (Teacher Education), University of Otago
College of Education, New Zealand "This is the 21st century early
childhood education text. Diversity and Difference in Childhood
provides early childhood educators and scholars a powerful space
for asking social justice questions in a profoundly innovative way.
Diversity and difference in childhood is not a 'traditional' early
childhood conversation. As the authors appropriately suggest, this
book is for educators to challenge taken for granted
knowledges/practices and to take "personal and professional risks
for social justice". Veronica Pacini-Ketchabaw, Ph.D., Professor,
School of Child and Youth Care, University of Victoria, Canada
"This new edition of Diversity and Difference is both important and
timely. There is a new urgency to some emerging childhood issues,
including those associated with childhood sexuality, and a distinct
lack of critical resources to inform the debate. This book helps
fill this gap. Undertaking a major revision and incorporating new
material, the authors have ensured the book's continued relevance
and renewed significance in the very dynamic context of childhood
studies. The book makes an important contribution to resourcing
explorations of the many difficult and complex issues associated
with childhood in a globalised yet differentiated world. Readers
will find the new theoretical resources and additional chapters
that have been included give the book a sense of enhanced rigour
and its depth and breadth of coverage make it an ideal resource for
a wide variety of interests and perspectives." Christine Woodrow,
Associate Professor and Senior Researcher, the Centre for
Educational Research, Western Sydney University, Australia
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