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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.
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 multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
This book challenges the notion that nature is a city's opposite
and addresses the often-overlooked concept of urban nature and how
it relates to children's experiences of environmental education.
The idea of nature-deficit, as well as concerns that children in
cities lack for experiences of nature, speaks to the anxieties that
underpin urban living and a lack of natural experiences. The
contributors to this volume provide insights into a more complex
understanding of urban nature and of children's experiences of
urban nature. What is learned if nature is not somewhere else but
right here, wherever we are? What does it mean for children's
environmental learning if nature is a relationship and not an
entity? How can such a relational understanding of urban nature and
childhood support more sustainable and more inclusive urban living?
In raising challenging questions about childhoods and urban nature,
this book will stimulate much needed discussion to provoke new
imaginings for researchers in environmental education, childhood
studies, and urban studies. This book was originally published as a
special issue of Environmental Education Research.
This multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
Troubling the Changing Paradigms is the fourth volume in the
Educational Philosophy and Theory: Editor's Choice series and
represents a collection of texts that were selected as
representations of the philosophy and pedagogy of early years,
childhood and early childhood education. The philosophy of the
early years is complex, and this book demonstrates how this
fascinating subject can be interlinked with both the philosophy and
history of education as being instrumental in shaping the child
subject, childhoods and children's educational futures. This book
demonstrates the application of philosophical and theoretical
perspectives that provide us with global and local narratives and
understandings of children as subjects, and their subjectivities.
The philosophical traditions offer new spaces in which to think
about alternative childhoods, and contribute to an important
analysis in which philosophy has the capacity to shape children's
lives and education, and to elevate the multiplicity of discourses
around very young children and their education and care. Through
the texts in this volume, the authors aim to find creative
philosophical forms that are capable of interrupting, if not
disrupting, traditional and, in some settings, perhaps more
conventional discourses about children and their childhoods. These
philosophical forms present productive ways that allow fresh
conceptions of what is all too often an assumed set of
subjectivities and experiences about very young children. Troubling
the Changing Paradigms will be key reading for academics,
researchers and postgraduate students in the fields of philosophy
of education, philosophy, education, educational theory,
post-structural theory, the policy and politics of education, and
the pedagogy of education.
Contesting Governing Ideologies is the third volume in the
Educational Philosophy and Theory: Editor's Choice series and
represents a collection of texts that provide a cutting-edge
analysis of the philosophy and theory of performances of neoliberal
ideology in education. In past decades, philosophy of education has
provided a critical commentary on problematic areas of neoliberal
ideology. As such, this collection argues, philosophy of education
can be considered as an intellectual struggle that runs through the
contemporary ideological landscape and has roots that go back to
the Enlightenment in its traditions. This book covers multiple
philosophical and educational theoretical perspectives of what we
know about the ideology of neoliberalism, and many of its practices
and projects. Neoliberalism is difficult to define, but what is
certain is that it has significantly matured as a political
doctrine and set of policy practices. This collection covers
questions of ideology, politics, and policy in relation to the
subject and the institution alike. The chapters in this book
provide rich and diverse reading, allowing readers to rethink
established discourses and contest ideologies, providing a thorough
and careful philosophical and theoretical analysis of the story of
neoliberalism over the past decades. Contesting Governing
Ideologies will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
This first volume focuses on a collection of texts from the latter
twenty years of Educational Philosophy and Theory, selected for
their critical status as turning points or important awakenings in
post-structural theory. In the last twenty years, the applications
of the postmodern and poststructuralist perspectives have become
less mono-focused, less narrowly concerned with technical questions
and also less interested in epistemology, and more interested in
ethics. This book covers questions of genealogy, ontology, the body
and the institution, giving examples of theoretical applications of
post-structural theory that testify to the generative and endlessly
applicable potential of this work to different fields and avenues
of thought. While informed by Foucault's thinking of the political
subjugation of docile bodies to individuals as self-determining
beings, the chapters in this book culminate in amalgamations of
different schools of educational philosophy, which explore
poststructuralist approaches to education. Beyond the Philosophy of
the Subject will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
Troubling the Changing Paradigms is the fourth volume in the
Educational Philosophy and Theory: Editor's Choice series and
represents a collection of texts that were selected as
representations of the philosophy and pedagogy of early years,
childhood and early childhood education. The philosophy of the
early years is complex, and this book demonstrates how this
fascinating subject can be interlinked with both the philosophy and
history of education as being instrumental in shaping the child
subject, childhoods and children's educational futures. This book
demonstrates the application of philosophical and theoretical
perspectives that provide us with global and local narratives and
understandings of children as subjects, and their subjectivities.
The philosophical traditions offer new spaces in which to think
about alternative childhoods, and contribute to an important
analysis in which philosophy has the capacity to shape children's
lives and education, and to elevate the multiplicity of discourses
around very young children and their education and care. Through
the texts in this volume, the authors aim to find creative
philosophical forms that are capable of interrupting, if not
disrupting, traditional and, in some settings, perhaps more
conventional discourses about children and their childhoods. These
philosophical forms present productive ways that allow fresh
conceptions of what is all too often an assumed set of
subjectivities and experiences about very young children. Troubling
the Changing Paradigms will be key reading for academics,
researchers and postgraduate students in the fields of philosophy
of education, philosophy, education, educational theory,
post-structural theory, the policy and politics of education, and
the pedagogy of education.
Contesting Governing Ideologies is the third volume in the
Educational Philosophy and Theory: Editor's Choice series and
represents a collection of texts that provide a cutting-edge
analysis of the philosophy and theory of performances of neoliberal
ideology in education. In past decades, philosophy of education has
provided a critical commentary on problematic areas of neoliberal
ideology. As such, this collection argues, philosophy of education
can be considered as an intellectual struggle that runs through the
contemporary ideological landscape and has roots that go back to
the Enlightenment in its traditions. This book covers multiple
philosophical and educational theoretical perspectives of what we
know about the ideology of neoliberalism, and many of its practices
and projects. Neoliberalism is difficult to define, but what is
certain is that it has significantly matured as a political
doctrine and set of policy practices. This collection covers
questions of ideology, politics, and policy in relation to the
subject and the institution alike. The chapters in this book
provide rich and diverse reading, allowing readers to rethink
established discourses and contest ideologies, providing a thorough
and careful philosophical and theoretical analysis of the story of
neoliberalism over the past decades. Contesting Governing
Ideologies will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
Marking the fiftieth anniversary of the Educational Philosophy and
Theory journal, this book brings together the work of over 200
international scholars, who seek to address the question: 'What
happened to postmodernism in educational theory after its alleged
demise?'. Declarations of the death knell of postmodernism are now
quite commonplace. Scholars in various disciples have suggested
that, if anything, postmodernism is at an end and has been dead and
buried for some time. An age dominated by playfulness, hybridity,
relativism and the fragmentary self has given way to something
else-as yet undefined. The lifecycle of postmodernism started with
Derrida's 1966 seminal paper 'Structure, Sign and Play in the
Discourse of the Human Sciences'; its peak years were 1973-1989;
followed by uncertainty and reorientation in the 1990s; and the
aftermath and beyond (McHale, 2015). What happened after 2001? This
collection provides responses by over 200 scholars to this question
who also focus on what comes after postmodernism in educational
theory. This book was originally published as a special issue of
the journal Educational Philosophy and Theory.
This book challenges the notion that nature is a city's opposite
and addresses the often-overlooked concept of urban nature and how
it relates to children's experiences of environmental education.
The idea of nature-deficit, as well as concerns that children in
cities lack for experiences of nature, speaks to the anxieties that
underpin urban living and a lack of natural experiences. The
contributors to this volume provide insights into a more complex
understanding of urban nature and of children's experiences of
urban nature. What is learned if nature is not somewhere else but
right here, wherever we are? What does it mean for children's
environmental learning if nature is a relationship and not an
entity? How can such a relational understanding of urban nature and
childhood support more sustainable and more inclusive urban living?
In raising challenging questions about childhoods and urban nature,
this book will stimulate much needed discussion to provoke new
imaginings for researchers in environmental education, childhood
studies, and urban studies. This book was originally published as a
special issue of Environmental Education Research.
While traditionally identified as a practice-based endeavour, the
many dimensions of teacher education raise important philosophical
issues that emphasise the centrality of ethics to questions of
relationality and professional practice. This second volume of the
Educational Philosophy and Theory reader series demonstrates the
continuing relevance of philosophical approaches to the field of
teacher education. The collection of texts focuses on a wide range
of topics, including teacher education in a cross-cultural context,
the notion of unsuccessful teaching, democratic teacher education,
the reflective teacher, the ethics and politics of teacher
identity, and subjectivity and performance in teaching. Chapters
also explore teacher education based on experiential learning as
'experience', demonstrating the continuing relevance of
philosophical approaches to the field. In Search of Subjectivities
will interest academics, researchers and postgraduate students in
the fields of philosophy of education, philosophy, education,
educational theory, teacher education, experiential philosophy,
ethics, policy and politics of education, and professional
practice.
This book examines the importance, possibilities, and complexities
of the university as an ethical academy. Universities may be seen
as an evolving network of ethical systems that govern teaching,
research, service, and administration. However, the university
system is changing: adding new rules, new ways of working, and new
ideas to its repertoire of operations. The theories that we have
traditionally employed may be now put up for questioning and
examination. Universities now comprise a spectacularly large body
of regulations and policies, both internal and external, that cover
issues from cheating, human subject research, academic integrity,
research on animals, environmental ethics, and the ethics of sexual
harassment. These interconnected ecological systems of ethics have
not emerged in one rational process but rather reflect the ongoing
historical and dynamic development of law and ethics in relation to
the creation of new values. This has played out in a particular
political and ideological environment, which has produced the
university as a set of practices and beliefs and a particular set
of rationalities. This book was originally published as a special
issue of the journal Educational Philosophy and Theory.
This book is a genealogical foregrounding and performance of
conceptions of children and their childhoods over time. We
acknowledge that children's lives are embedded in worlds both
inside and outside of structured schooling or institutional
settings, and that this relationality informs how we think about
what it means to be a child living and experiencing childhood. The
book maps the field by taking up a cross-disciplinary, genealogical
niche to offer both an introduction to theoretical underpinnings of
emerging theories and concepts, and to provide hands-on examples of
how they might play out. This book positions children and their
everyday lived childhoods in the Anthropocene and focuses on the
interface of children's being in the everyday spaces and places of
contemporary communities and societies. In particular this book
examines how the shift towards posthuman and new materialist
perspectives continues to challenge dominant developmental, social
constructivist and structuralist theoretical approaches in diverse
ways, to help us to understand contemporary constructions of
childhoods. It recognises that while such dominant approaches have
long been shown to limit the complexity of what it means to be a
child living in the contemporary world, the traditions of many
Eurocentric theories have not addressed the diversity of children's
lives in the majority of countries or in the Global South.
This book is a genealogical foregrounding and performance of
conceptions of children and their childhoods over time. We
acknowledge that children's lives are embedded in worlds both
inside and outside of structured schooling or institutional
settings, and that this relationality informs how we think about
what it means to be a child living and experiencing childhood. The
book maps the field by taking up a cross-disciplinary, genealogical
niche to offer both an introduction to theoretical underpinnings of
emerging theories and concepts, and to provide hands-on examples of
how they might play out. This book positions children and their
everyday lived childhoods in the Anthropocene and focuses on the
interface of children's being in the everyday spaces and places of
contemporary communities and societies. In particular this book
examines how the shift towards posthuman and new materialist
perspectives continues to challenge dominant developmental, social
constructivist and structuralist theoretical approaches in diverse
ways, to help us to understand contemporary constructions of
childhoods. It recognises that while such dominant approaches have
long been shown to limit the complexity of what it means to be a
child living in the contemporary world, the traditions of many
Eurocentric theories have not addressed the diversity of children's
lives in the majority of countries or in the Global South.
This first volume focuses on a collection of texts from the latter
twenty years of Educational Philosophy and Theory, selected for
their critical status as turning points or important awakenings in
post-structural theory. In the last twenty years, the applications
of the postmodern and poststructuralist perspectives have become
less mono-focused, less narrowly concerned with technical questions
and also less interested in epistemology, and more interested in
ethics. This book covers questions of genealogy, ontology, the body
and the institution, giving examples of theoretical applications of
post-structural theory that testify to the generative and endlessly
applicable potential of this work to different fields and avenues
of thought. While informed by Foucault's thinking of the political
subjugation of docile bodies to individuals as self-determining
beings, the chapters in this book culminate in amalgamations of
different schools of educational philosophy, which explore
poststructuralist approaches to education. Beyond the Philosophy of
the Subject will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
This Handbook explores the multidisciplinary field of childhood
studies through a uniquely global lens. It focuses on enquiries and
investigations into the everyday lives of young children in the age
range of birth to 8 years of age, giving space to their voices and
involving interrogations about the various aspect of their lives.
This Handbook engages with the interdisciplinary field of childhood
studies, education, cultural studies, ethnography, and philosophy,
with contributions from scholars from across the globe who have
focused their work on the complexities of childhoods in
contemporary times. By considering a range of epistemologies,
ontologies and perspectives to present the contemporary &
systematic research on the topic from a wide range of academics and
authors in the field, this Handbook provides a significant
contribution to the international dialogue of Global Childhoods.
Part 1: Global Childhoods Part 2: Researching Global Childhoods
Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice
Part 5: Creating Communities for Global Children
While traditionally identified as a practice-based endeavour, the
many dimensions of teacher education raise important philosophical
issues that emphasise the centrality of ethics to questions of
relationality and professional practice. This second volume of the
Educational Philosophy and Theory reader series demonstrates the
continuing relevance of philosophical approaches to the field of
teacher education. The collection of texts focuses on a wide range
of topics, including teacher education in a cross-cultural context,
the notion of unsuccessful teaching, democratic teacher education,
the reflective teacher, the ethics and politics of teacher
identity, and subjectivity and performance in teaching. Chapters
also explore teacher education based on experiential learning as
'experience', demonstrating the continuing relevance of
philosophical approaches to the field. In Search of Subjectivities
will interest academics, researchers and postgraduate students in
the fields of philosophy of education, philosophy, education,
educational theory, teacher education, experiential philosophy,
ethics, policy and politics of education, and professional
practice.
Disrupting Data in Qualitative Inquiry: Entanglements with the
Post-Critical and Post-Anthropocentric expands qualitative
researchers' notions of data and exemplifies scholars' different
encounters and interactions with data. In Disrupting Data in
Qualitative Inquiry data has become an exploratory project which
pays close attention to data's numerous variations, manifestations,
and theoretical connections. This book is targeted to serve
advanced graduate level methodological, inquiry, and
research-creation courses across different disciplines.
Disrupting Data in Qualitative Inquiry: Entanglements with the
Post-Critical and Post-Anthropocentric expands qualitative
researchers' notions of data and exemplifies scholars' different
encounters and interactions with data. In Disrupting Data in
Qualitative Inquiry data has become an exploratory project which
pays close attention to data's numerous variations, manifestations,
and theoretical connections. This book is targeted to serve
advanced graduate level methodological, inquiry, and
research-creation courses across different disciplines.
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