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This book considers the diffusion and transfer of educational ideas
through local and transcontinental networks within and across five
socio-political spaces. The authors examine the social, political,
and historical preconditions for the transfer of "new education"
theory and practices in each period, place, and school, along with
the networks of ideas and experts that supported this. The authors
use historical methods to examine the schools and to pursue the
story of the circulation of new ideas in education. In particular,
chapters investigate how educational ideas develop within contexts,
travel across boundaries, and are adapted in new contexts.
Taking up a little-known story of education, schooling, and
missionary endeavor, Helen May, Baljit Kaur, and Larry Prochner
focus on the experiences of very young 'native' children in three
British colonies. In missionary settlements across the northern
part of the North Island of New Zealand, Upper Canada, and
British-controlled India, experimental British ventures for placing
young children of the poor in infant schools were simultaneously
transported to and adopted for all three colonies. From the 1820s
to the 1850s, this transplantation of Britain's infant schools to
its distant colonies was deemed a radical and enlightened tool that
was meant to hasten the conversion of 'heathen' peoples by
missionaries to Christianity and to European modes of civilization.
The intertwined legacies of European exploration, enlightenment
ideals, education, and empire building, the authors argue, provided
a springboard for British colonial and missionary activity across
the globe during the nineteenth century. Informed by archival
research and focused on the shared as well as unique aspects of the
infant schools' colonial experience, Empire, Education, and
Indigenous Childhoods illuminates both the pervasiveness of
missionary education and the diverse contexts in which its
attendant ideals were applied.
Taking up a little-known story of education, schooling, and
missionary endeavor, Helen May, Baljit Kaur, and Larry Prochner
focus on the experiences of very young 'native' children in three
British colonies. In missionary settlements across the northern
part of the North Island of New Zealand, Upper Canada, and
British-controlled India, experimental British ventures for placing
young children of the poor in infant schools were simultaneously
transported to and adopted for all three colonies. From the 1820s
to the 1850s, this transplantation of Britain's infant schools to
its distant colonies was deemed a radical and enlightened tool that
was meant to hasten the conversion of 'heathen' peoples by
missionaries to Christianity and to European modes of civilization.
The intertwined legacies of European exploration, enlightenment
ideals, education, and empire building, the authors argue, provided
a springboard for British colonial and missionary activity across
the globe during the nineteenth century. Informed by archival
research and focused on the shared as well as unique aspects of the
infant schools' colonial experience, Empire, Education, and
Indigenous Childhoods illuminates both the pervasiveness of
missionary education and the diverse contexts in which its
attendant ideals were applied.
This book presents research exploring the potential for
postfoundational theories to revitalize discussions in early
childhood education. In the past two decades, postfoundation
theories (e.g., postmodern, poststructural, feminist, postcolonial,
etc.) have revolutionized the field of early childhood education,
but at the same time, little has been written about the value and
potential of this movement within the context of Canada.
Postfoundational theories have the potential to disrupt normalizing
early childhood education discourses that create and maintain
social inequities, and to respect differences and diversities.
Given the importance of diversity in Canada, it seems relevant to
explore further how postfoundational theories might transform early
childhood education.
Learning to Teach Young Children provides you with the tools to
critically engage with the key concepts and beliefs in early
childhood education theory and practice. The book is organized
around ten propositions that are explored in relation to 30 key
questions, for example: - What does it mean to honour children's
right to be different? - What does it mean to learn? - How can
images of childhood be used as frames for practice? Original
comic-book style illustrations are used to explore key theoretical
concepts in an accessible and engaging way. The book also includes
a companion website offering overviews of the key concepts covered
in the book, supplementary information and references, reflective
questions and case studies to support your learning.
This book considers the diffusion and transfer of educational ideas
through local and transcontinental networks within and across five
socio-political spaces. The authors examine the social, political,
and historical preconditions for the transfer of "new education"
theory and practices in each period, place, and school, along with
the networks of ideas and experts that supported this. The authors
use historical methods to examine the schools and to pursue the
story of the circulation of new ideas in education. In particular,
chapters investigate how educational ideas develop within contexts,
travel across boundaries, and are adapted in new contexts.
This book presents research exploring the potential for
postfoundational theories to revitalize discussions in early
childhood education. In the past two decades, postfoundation
theories (e.g., postmodern, poststructural, feminist, postcolonial,
etc.) have revolutionized the field of early childhood education,
but at the same time, little has been written about the value and
potential of this movement within the context of Canada.
Postfoundational theories have the potential to disrupt normalizing
early childhood education discourses that create and maintain
social inequities, and to respect differences and diversities.
Given the importance of diversity in Canada, it seems relevant to
explore further how postfoundational theories might transform early
childhood education.
Learning to Teach Young Children provides you with the tools to
critically engage with the key concepts and beliefs in early
childhood education theory and practice. The book is organized
around ten propositions that are explored in relation to 30 key
questions, for example: - What does it mean to honour children's
right to be different? - What does it mean to learn? - How can
images of childhood be used as frames for practice? Original
comic-book style illustrations are used to explore key theoretical
concepts in an accessible and engaging way. The book also includes
a companion website offering overviews of the key concepts covered
in the book, supplementary information and references, reflective
questions and case studies to support your learning.
Kindergarten Narratives on Froebelian Education showcases the
latest scholarship and historical understandings concerning the
casting of the kindergarten idea abroad: across cultures,
continents and centuries. Each chapter reveals previously unknown
narratives of intrepid endeavour, political pragmatism and
pedagogical innovation that collectively provide insight into the
transformation of Froebel's ideas on early education into a global
phenomenon. Across global contexts, each chapter presents a case
study of the ideas scattering abroad, illustrative of the movement
of ideas, curricula and pedagogical change; in effect taking the
kindergarten beyond the geographies and pedagogies of its German
beginnings and borders. Chapters draw on historical examples of
Froebelian education from The Netherlands, New Zealand, Japan,
Sweden, the UK and the USA. In the journal History of Education in
2006, Froebelian history scholar Professor Kevin J. Brehony
(1948-2013) lamented the 'relative neglect' of the history of early
years education at the same time there was a heightened global
social and political interest in educating the young child. In this
book, an international team of contributors respond to Brehony's
suggestion that historical perspectives can play a role in current
debates and suggest ways historical narratives might inform
policies and practices in twenty-first century early childhood
education, care settings and contexts. Reconnecting past lessons
and insights with present and future concerns for early education,
young children and their place in society, this important
collection also includes an historical timeline charting the spread
of Froebelian education ideas and kindergartens across the world.
Kindergarten Narratives on Froebelian Education showcases the
latest scholarship and historical understandings concerning the
casting of the kindergarten idea abroad: across cultures,
continents and centuries. Each chapter reveals previously unknown
narratives of intrepid endeavour, political pragmatism and
pedagogical innovation that collectively provide insight into the
transformation of Froebel's ideas on early education into a global
phenomenon. Across global contexts, each chapter presents a case
study of the ideas scattering abroad, illustrative of the movement
of ideas, curricula and pedagogical change; in effect taking the
kindergarten beyond the geographies and pedagogies of its German
beginnings and borders. Chapters draw on historical examples of
Froebelian education from The Netherlands, New Zealand, Japan,
Sweden, the UK and the USA. In the journal History of Education in
2006, Froebelian history scholar Professor Kevin J. Brehony
(1948-2013) lamented the 'relative neglect' of the history of early
years education at the same time there was a heightened global
social and political interest in educating the young child. In this
book, an international team of contributors respond to Brehony's
suggestion that historical perspectives can play a role in current
debates and suggest ways historical narratives might inform
policies and practices in twenty-first century early childhood
education, care settings and contexts. Reconnecting past lessons
and insights with present and future concerns for early education,
young children and their place in society, this important
collection also includes an historical timeline charting the spread
of Froebelian education ideas and kindergartens across the world.
In the early nineteenth century, governments introduced
kindergartens and infant schools to give children a head start in
life. These programs hinged on new visions of childhood that
origin-ated in England and Europe, but what happened when they were
exported to the colonies? This book unwinds the tangled threads of
this history, from early infant schools in England to three
Commonwealth countries - Canada, Australia, and New Zealand - where
systems of educating young children were transplanted but adapted
to suit local ideas, politics, and populations. This unique,
comparative approach to the history of early childhood education
provides fresh insight into how to reconcile educational theory and
practice in an increasingly global world.
Shades of Globalization casts an ethnographic eye on the interplay
between local and global influences on the organization and
activities within three early childhood settings, each of which is
located in a context of rapid social change. Stemming from a
four-year study of early childhood thought and practice, each of
the eight chapters touches on a different aspect of the three case
study preschools, one each in India, South Africa, and an
aboriginal community in Canada. The authors take a critical
perspective on taken-for-granted assumptions about what constitutes
the most appropriate preschool experience for children, querying
for example, the meaning of school readiness within local
communities. This book will appeal to those who have an interest in
the diversity of children's lives and preschool experiences
throughout the world - education and social policy makers, teacher
educators, teachers, pre-service student teachers, day-care
workers, parents, community leaders, governmental and
non-governmental organizations and consultants, early childhood
program planners and evaluators, community development workers,
university lecturers, and developmental psychologists. Ailie
Cleghorn is Professor of Education at Concordia University in
Montreal. She teaches in the Educational Studies Masters Program
and conducts research that is grounded in her field of comparative
sociology of education. Earlier publications include Issues in
African Education: Sociological Perspectives, with Ali A. Abdi
(Palgrave-MacMillan) and Missing the Meaning: The Development and
Use of Print and Non-Print Text Materials in Diverse School
Settings, with Alan Peacock (Palgrave-MacMillan). Larry Prochner is
Professor of Early Childhood Education at the University of
Alberta. His research centres on the historical and comparative
study of education. Recent publications include The History of
Early Childhood Education in Canada, Australia, and New Zealand
(University of British Columbia Press), and Early Childhood Care
and Education: Theory and Practice, with Prerana mohite (Concept
Publishers). The Afterword is written by Professor Jessica Ball,
School of Child and Youth Care, University of Victoria, British
Columbia. Professor Ball is the Principal Investigator on projects
in the Early Childhood Development Intercultural Partnerships
program at the University of Victoria. She is also Coordinator of
First Nations Partnership Programs - a two-year diploma program in
early childhood education and youth care, delivered through
partnerships with Indigenous communities and post-secondary
institutions in western Canada. She has worked extensively to
protect cultural diversity and support development of
community-based services to promote optimal child health and
development.
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