Despite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres. By attending to the daily events that are often overlooked and considerably under-theorized, this insightful text highlights the complexity of the everyday in early childhood settings. Contributions to this edited collection are organized to follow the chronology of a school day; each chapter draws upon post-foundational theories and empirical qualitative data in order to (re)examine a familiar routine within an early years centre, such as walking down the hallway, eating a snack, napping, or changing one’s clothing. The authors argue for a mundane early childhood praxis that attends to the pedagogical possibilities within the seemingly unremarkable and highlights its importance, especially during what are understood to be unprecedented times. This book will be of interest to advanced practitioners, graduate students, and scholars, and for use in courses in early childhood education, childhood studies, and educational foundations.

This unique book brings together international scholars from around the globe to examine how different feminist theories are being used in early childhood research, policy and pedagogy. The array of feminist discourses captured by the authors offer contextualised possibilities for disrupting dominant patriarchal beliefs and producing change. The authors address and challenge how early childhood experiences, institutions and practices produce gendered effects across and within diverse contexts and demonstrate how feminism(s) in action can be used to reconceptualise research methods, government policy, children's learning, teaching practice and educational resources. In this way, the book contributes to creating new knowledge connections and community alliances in the global effort to end gender-based inequalities across local and global communities.

Despite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres. By attending to the daily events that are often overlooked and considerably under-theorized, this insightful text highlights the complexity of the everyday in early childhood settings. Contributions to this edited collection are organized to follow the chronology of a school day; each chapter draws upon post-foundational theories and empirical qualitative data in order to (re)examine a familiar routine within an early years centre, such as walking down the hallway, eating a snack, napping, or changing one’s clothing. The authors argue for a mundane early childhood praxis that attends to the pedagogical possibilities within the seemingly unremarkable and highlights its importance, especially during what are understood to be unprecedented times. This book will be of interest to advanced practitioners, graduate students, and scholars, and for use in courses in early childhood education, childhood studies, and educational foundations.

The originality and depth of Gramsci's theory of hegemony is now evidenced in the wide-ranging intellectual applications within a growing corpus of research and writings that include social, political and cultural theory, historical interpretation, gender and globalization. The reason that hegemony has been so widely and diversely adopted lies in the unique way that Gramsci formulated the 'problematics' of structure/superstructure, coercion/consensus, materialism/idealism and regression/progression within the concept hegemony. However, in much of the contemporary literature the full complexity of hegemony is either obfuscated or ignored. Hegemony, through comprehensive and systematic analyses of Gramsci's formulation, a picture of hegemony as a complex syncretism of these dichotomies. In other words, hegemony is presented as a concept that is as much about aspiration and progressive politico-social relations as it is about regressive and dominative processes. Thus, the volume recognises and presents this complexity through a selection of contemporary theoretical as well as historico-social investigations that mark a significantly innovative moment in the work on hegemony.

The originality and depth of Gramsci's theory of hegemony is now evidenced in the wide-ranging intellectual applications within a growing corpus of research and writings that include social, political and cultural theory, historical interpretation, gender and globalization. The reason that hegemony has been so widely and diversely adopted lies in the unique way that Gramsci formulated the 'problematics' of structure/superstructure, coercion/consensus, materialism/idealism and regression/progression within the concept hegemony. However, in much of the contemporary literature the full complexity of hegemony is either obfuscated or ignored.

Hegemony, through comprehensive and systematic analyses of Gramsci's formulation, a picture of hegemony as a complex syncretism of these dichotomies. In other words, hegemony is presented as a concept that is as much about aspiration and progressive politico-social relations as it is about regressive and dominative processes. Thus, the volume recognises and presents this complexity through a selection of contemporary theoretical as well as historico-social investigations that mark a significantly innovative moment in the work on hegemony.

This unique book brings together international scholars from around the globe to examine how different feminist theories are being used in early childhood research, policy and pedagogy. The array of feminist discourses captured by the authors offer contextualised possibilities for disrupting dominant patriarchal beliefs and producing change. The authors address and challenge how early childhood experiences, institutions and practices produce gendered effects across and within diverse contexts and demonstrate how feminism(s) in action can be used to reconceptualise research methods, government policy, children's learning, teaching practice and educational resources. In this way, the book contributes to creating new knowledge connections and community alliances in the global effort to end gender-based inequalities across local and global communities.

Written to commemorate 30 years since the United Nations Convention on the Rights of the Child (UNCRC), The Routledge International Handbook of Young Children's Rights reflects upon the status of children aged 0-8 years around the world, whether they are respected or neglected, and how we may move forward. With contributions from international experts and emerging authorities on children's rights, Murray, Blue Swadener and Smith have produced this highly significant textbook on young children's rights globally. Containing sections on policy, along with rights to protection, provision and participation for young children, this book combines discussions of children's rights and early childhood development, and investigates the crucial yet frequently overlooked link between the two. The authors examine how policy, practice and research could be utilised to address the barriers to universal respect for children, to create a safer and more enriching world for them to live and flourish in. The Routledge International Handbook of Young Children's Rights is an essential resource for students and academics in early childhood education, social work and paediatrics, as well as for researchers, policymakers, leaders and practitioners involved in the provision of children's services and paedeatric healthcare, and international organisations with an interest in or ability to influence national or global policies on children's rights.