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This book examines the restructuring of universities on the basis
of neoliberal models, and provides a vision of the practice of hope
in higher education as a means to counteract this new reality. The
authors present a re-imagined version of Jonathan Swift's "A Modest
Proposal" to highlight the absurdity of policy trends and decisions
within higher education and shock people out of indifference
towards action. The authors suggest the 'practice of hope' as a way
to create a system that moves beyond neoliberalism and embraces
equity as commonplace. Providing real-world possibilities of the
practice of hope, the book offers possibilities of what could
happen if neoliberalism at the higher education level is
counteracted by the practice of hope.
This book challenges traditional conceptions of readiness in early
childhood education by sharing concrete examples of practice,
policy and histories that rethink readiness. This book seeks to
reimagine possible new educational worlds for young children.
Meaning Making in Early Childhood Research asks readers to rethink
research in early childhood education through qualitative research
practices reflective of arts-based pedagogies. This collection
explores how educators and researchers can move toward practices of
meaning making in early childhood education. The text's narrative
style provides an intimate portrait of engaging in research that
challenges assumptions and thinking in a variety of international
contexts, and each chapter offers a way to engage in meaning making
based on the experiences of young children, their families, and
educators.
Meaning Making in Early Childhood Research asks readers to rethink
research in early childhood education through qualitative research
practices reflective of arts-based pedagogies. This collection
explores how educators and researchers can move toward practices of
meaning making in early childhood education. The text's narrative
style provides an intimate portrait of engaging in research that
challenges assumptions and thinking in a variety of international
contexts, and each chapter offers a way to engage in meaning making
based on the experiences of young children, their families, and
educators.
This book challenges traditional conceptions of readiness in early
childhood education by sharing concrete examples of practice,
policy and histories that rethink readiness. This book seeks to
reimagine possible new educational worlds for young children.
Recent and increasing efforts to standardize young children's
academic performance have shifted the emphases of education toward
normative practices and away from qualitative, substantive
intentions. Connection to human experience, compassion for societal
ailments, and the joys of learning are straining under the pressure
of quantitative research, competition, and test scores, exemplified
by federal funding competitions and policymaking. Disrupting Early
Childhood Education Research critically interrogates the
traditional foundations of early childhood research practices to
disrupt the status quo through imaginative, cutting-edge research
in diverse U.S. and international contexts. Its chapters are driven
by empirical data derived from unique research projects and a
variety of contemporary methodologies that include phenomenological
studies, auto-ethnographic writings, action-oriented studies,
arts-based methodologies, and other innovative approaches. By
giving voice to marginalized social science researchers who are
active in learning, school, and early education sectors, this
volume explores the meanings of actionable and everyday approaches
based on the experiences of young children, their families, and
educators.
Recent and increasing efforts to standardize young children's
academic performance have shifted the emphases of education toward
normative practices and away from qualitative, substantive
intentions. Connection to human experience, compassion for societal
ailments, and the joys of learning are straining under the pressure
of quantitative research, competition, and test scores, exemplified
by federal funding competitions and policymaking. Disrupting Early
Childhood Education Research critically interrogates the
traditional foundations of early childhood research practices to
disrupt the status quo through imaginative, cutting-edge research
in diverse U.S. and international contexts. Its chapters are driven
by empirical data derived from unique research projects and a
variety of contemporary methodologies that include phenomenological
studies, auto-ethnographic writings, action-oriented studies,
arts-based methodologies, and other innovative approaches. By
giving voice to marginalized social science researchers who are
active in learning, school, and early education sectors, this
volume explores the meanings of actionable and everyday approaches
based on the experiences of young children, their families, and
educators.
This book examines the restructuring of universities on the basis
of neoliberal models, and provides a vision of the practice of hope
in higher education as a means to counteract this new reality. The
authors present a re-imagined version of Jonathan Swift's "A Modest
Proposal" to highlight the absurdity of policy trends and decisions
within higher education and shock people out of indifference
towards action. The authors suggest the 'practice of hope' as a way
to create a system that moves beyond neoliberalism and embraces
equity as commonplace. Providing real-world possibilities of the
practice of hope, the book offers possibilities of what could
happen if neoliberalism at the higher education level is
counteracted by the practice of hope.
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