Educators have become increasingly interested in the diverse
learning environments of young children and the ways in which
children and childhood are positioned within those environments.
The documentation and analysis of processes of pathologization and
de-pathologization in early childhood may provide scholars with the
understanding needed to develop more responsive educational
approaches. Early Childhood Curricula and the De-pathologization of
Childhood examines what is possible for young children when their
education addresses their assets and is organized in ways that
expand their identity options.
Adopting an interdisciplinary approach, Rachel M. Heydon and
Luigi Iannacci shed light on the ways in which joint notions of
normality and abnormality are used to pathologize childhood. As
teachers and educational researchers, they offer first-hand
accounts of processes that take individual children and turn them
into 'others' who are seen as deficient or 'at risk.' Through a
variety of critical, qualitative case studies that examine general
literacy education, special education, early childhood education,
and intergenerational learning environments, this book highlights
the theoretical underpinnings of asset-oriented curricular
practices and suggests what is possible for young children when
their education begins from and cultivates their funds of
knowledge.
Written for those interested in improving the lives of children
through interdisciplinary studies, this volume offers sustained
theoretical engagement that will appeal to educators around the
world.
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