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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.
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