The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.

The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from diverse countries, case studies vividly portray resistance to children as human capital, to the "consumentality" of parents, and to the alienation of the early childhood workforce. Ending with messages of hope, the authors discuss the demise of neoliberalism and offer new ways forward. As an international book with global messages contributing to theory, policy, and practice regarding alternatives to a neoliberal and commodified vision of ECEC, this book offers inspiration for policy makers and practitioners to develop local resistance solutions. It will also be of interest to post-graduate students, researchers, educators, and pre-service educators with an interest in critical pedagogy, ECEC policy, and ECEC practice.

Understanding the Te Wh riki Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Te Wh riki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice.

Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising:

• strong curriculum connections to families and the wider community;
• a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things;
• a view of curriculum content as cross-disciplinary and multi-modal;
• the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society;
• a bicultural framework in which indigenous voices have a central place.

Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children s centre professionals, lecturers, advisory teachers, head teachers and setting managers.

This title was first published in 2001: Although 17th- and 18th-century English language theorists claimed to be correcting errors in grammar and preserving the language from corruption, this new study demonstrates how grammar served as an important cultural battlefield where social issues were contested. Author Linda C. Mitchell situates early modern linguistic discussions, long thought to be of little interest, in their larger cultural and social setting to show the startling degree to which grammar affected, and was affected by, such factors as class and gender. In her examination of the controversies that surrounded the teaching and study of grammar in this period, Mitchell looks especially at changing definitions and standardization of "grammar", how and to whom it was taught, and how grammar marked the social position of marginal groups. Her comprehensive study of the contexts in which grammar was intended or thought to function is based on her analysis of the ancillary materials - prefaces, introductions, forewords, statements of intent, organization of materials, surrounding materials, and manifestos of pedagogy, philosophy, and social or political goals - of more than 300 grammar texts of the time. The book is intended as a landmark study of an important movement in the foundation of the modern world.

Understanding the Te Wh riki Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Te Wh riki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice.

Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising:

• strong curriculum connections to families and the wider community;
• a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things;
• a view of curriculum content as cross-disciplinary and multi-modal;
• the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society;
• a bicultural framework in which indigenous voices have a central place.

Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children s centre professionals, lecturers, advisory teachers, head teachers and setting managers.

This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice. Addressing fundamental questions about the purpose of education, it argues for explicit values focusing on children and childhood as a basis for ECEC policy to replace discourses of economic investment and child vulnerability that are dominant within policy goals in many countries. A commitment to democracy and equity is a good place to start. Aotearoa New Zealand is of special interest because of its world-renowned ECE curriculum, Te Whariki, which is based on principles of social justice, respect for rights and an aim to support children growing up in a democracy. The curriculum upholds Maori rights to tino rangatiratanga (absolute authority over their lives and resources). Yet, Aotearoa New Zealand's extreme market policies and harsh labour laws during recent periods run contrary to ideals of democracy and are puzzlingly inconsistent with curriculum principles. The book starts with an analysis and critique of global trends in ECEC in countries that share capitalist mixed economies of welfare, and where competition and marketisation have become dominant principles. It then analyses ideas about children, childhood and ECEC within a framework of democracy, going back to the Athenean origins of democracy and including recent literature on meanings and traditions of democracy in education. The book uses vivid examples from researching curriculum, pedagogy and assessment practices within Aotearoa New Zealand ECEC settings and collective action to influence policy change in order to illustrate opportunities for democratic education. It concludes by examining what conditions might be needed for integrated and democratic ECEC provision in Aotearoa New Zealand, and what changes are necessary for the future. It offers a compass not a map; it points to promising directions and provides insights into issues in ECEC policy and practice that are of current global concern.

This title was first published in 2001: Although 17th- and 18th-century English language theorists claimed to be correcting errors in grammar and preserving the language from corruption, this new study demonstrates how grammar served as an important cultural battlefield where social issues were contested. Author Linda C. Mitchell situates early modern linguistic discussions, long thought to be of little interest, in their larger cultural and social setting to show the startling degree to which grammar affected, and was affected by, such factors as class and gender. In her examination of the controversies that surrounded the teaching and study of grammar in this period, Mitchell looks especially at changing definitions and standardization of "grammar", how and to whom it was taught, and how grammar marked the social position of marginal groups. Her comprehensive study of the contexts in which grammar was intended or thought to function is based on her analysis of the ancillary materials - prefaces, introductions, forewords, statements of intent, organization of materials, surrounding materials, and manifestos of pedagogy, philosophy, and social or political goals - of more than 300 grammar texts of the time. The book is intended as a landmark study of an important movement in the foundation of the modern world.

This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice. Addressing fundamental questions about the purpose of education, it argues for explicit values focusing on children and childhood as a basis for ECEC policy to replace discourses of economic investment and child vulnerability that are dominant within policy goals in many countries. A commitment to democracy and equity is a good place to start. Aotearoa New Zealand is of special interest because of its world-renowned ECE curriculum, Te Whariki, which is based on principles of social justice, respect for rights and an aim to support children growing up in a democracy. The curriculum upholds Maori rights to tino rangatiratanga (absolute authority over their lives and resources). Yet, Aotearoa New Zealand's extreme market policies and harsh labour laws during recent periods run contrary to ideals of democracy and are puzzlingly inconsistent with curriculum principles. The book starts with an analysis and critique of global trends in ECEC in countries that share capitalist mixed economies of welfare, and where competition and marketisation have become dominant principles. It then analyses ideas about children, childhood and ECEC within a framework of democracy, going back to the Athenean origins of democracy and including recent literature on meanings and traditions of democracy in education. The book uses vivid examples from researching curriculum, pedagogy and assessment practices within Aotearoa New Zealand ECEC settings and collective action to influence policy change in order to illustrate opportunities for democratic education. It concludes by examining what conditions might be needed for integrated and democratic ECEC provision in Aotearoa New Zealand, and what changes are necessary for the future. It offers a compass not a map; it points to promising directions and provides insights into issues in ECEC policy and practice that are of current global concern.

We heard ghost stories growing up but we never obsessed. As an adult I never entertained the idea of ghost; My mother tells me each and every time I have a ghostly scare, "if you follow signs the signs will follow you." I was not following signs but the ghost were on my butt and even now I see things or feel a touch. I wonder if my mother was following signs when she had a ghost appear in her bedroom door way. I am only sharing the horror I have been thru but I am not afraid anymore as long as I don't get hurt the way I did when I was under this on going demonic attack. SPIRITS GOOD AND EVIL EXIST AND I AM A SANE AND BOLD WITNESS

"Resonating the Sound" is a teen-middle school novel that takes place during the eighth grade year of a girl who has suffered a Traumatic Brain Injury during sixth grade and finally agrees to use an augmentative communication device after not regaining any of her vocal abilities. A special relationship develops between her and a boy in her class who has Gifted Aspergers. He plays a major role in altering the device, which gives the main character access to pieces of a dream she thinks are lost forever.

Although many social studies education experts recommend the use of resource documents as part of history education, many social studies teachers are reluctant to utilize historical resources. One reason is the belief that students, especially those with poor reading skills, will have difficulty reading and understanding the resources. When teachers do not regularly include the use of resource documents in their history classes, students are unable to develop first-hand knowledge of the past and instructional methods such as inquiry become difficult to successfully implement. This study examines the ways students with various reading skill levels utilize historical resource documents that contained embedded hyperlinks to provide several types of scaffolding. Students read three resource documents that included hyperlinked scaffolding. Many of the findings suggest that students utilize these texts in ways that are similar to the ways they utilize print text. The data suggests that the use of the hyperlinked scaffolding was successful and assisted the students in utilizing the documents as part of a problem-based inquiry lesson.

Once nearly as ubiquitous as dictionaries and cookbooks are today, letter-writing manuals and their predecessors served to instruct individuals not only on the art of letter composition but also, in effect, on personal conduct. Poster and Mitchell contend that the study of letter-writing theory, which bridges rhetorical theory and grammatical studies, represents an emerging discipline in need of definition. In this volume, they gather the contributions of eleven experts to sketch the contours of epistolary theory and collect the historic and bibliographic materials - from Isocrates to email - that form the basis for its study.