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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.
This reflection on Paulo Freire's seminal volume, Pedagogy of the
Oppressed, examines the lessons learnt from Freire and their place
in contemporary pedagogical theory and practice. Freire's work has
inspired ground-breaking research which Vandenbroeck has collated,
demonstrating the ongoing influence on early childhood educators.
Vandenbroeck brings together an international cohort of early
childhood experts to present cross-cultural perspectives on the
impact of Freire's research on education around the globe. This
book covers discussions on: The background to and impact of
Freire's work Alternative approaches to supporting child
development Pedagogical approaches in Portugal, South Africa,
Japan, New Zealand and the United States Vandenbroeck concludes
with a vision for theorising and implementing emancipatory practice
in early childhood education in contexts of neoliberalism. An
insightful resource for academics and students in the field of
Early Childhood Education and Care, Revisiting Paulo Freire's
Pedagogy of the Oppressed is a benchmark of the progress made in
the field over the last half a century.
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.
This reflection on Paulo Freire's seminal volume, Pedagogy of the
Oppressed, examines the lessons learnt from Freire and their place
in contemporary pedagogical theory and practice. Freire's work has
inspired ground-breaking research which Vandenbroeck has collated,
demonstrating the ongoing influence on early childhood educators.
Vandenbroeck brings together an international cohort of early
childhood experts to present cross-cultural perspectives on the
impact of Freire's research on education around the globe. This
book covers discussions on: The background to and impact of
Freire's work Alternative approaches to supporting child
development Pedagogical approaches in Portugal, South Africa,
Japan, New Zealand and the United States Vandenbroeck concludes
with a vision for theorising and implementing emancipatory practice
in early childhood education in contexts of neoliberalism. An
insightful resource for academics and students in the field of
Early Childhood Education and Care, Revisiting Paulo Freire's
Pedagogy of the Oppressed is a benchmark of the progress made in
the field over the last half a century.
This book explores and critiques topical debates in educational
sciences, philosophy, social work and cognitive neuroscience. It
examines constructions of children, parents and the welfare state
in relation to neurosciences and its vocabulary of brain
architecture, critical periods and toxic stress. The authors
provide insight into the historical roots of the relationship
between early childhood education policy and practice and sciences.
The book argues that the neurophilia in the early childhood
education field is not a coincidence, but relates to larger
societal changes that value economic arguments over ethical, social
and eminently pedagogical concerns. It affects the image of the
child, the parent and the very meaning of education in general.
Constructions of Neuroscience in Early Childhood Education
discusses what neuroscience has to offer, what its limitations are,
and how to gain a more nuanced view on its benefits and challenges.
The debates in this book will support early childhood researchers,
students and practitioners in the field to make their own
judgements about new evolutions in the scientific discourse.
Pathways to Professionalism in Early Childhood Education and Care
is concerned with a growing interest from policy and research in
the professionalisation of the early childhood workforce.
Illustrated by in-depth case studies of innovative and sustainable
pathways to professionalisation, it recognises the importance of a
systemic approach to professionalisation across all levels of the
early childhood. The authors of this wide-ranging book share
insights of professionalism from various European countries and
suggest that professionalism in early childhood unfolds best in a
'competent system'. This book considers a broad range of
international issues including Continuous professional support and
quality Early Childhood education and care staff with different
qualifications in professional development processes. How personal
attitudes and competence of educators are related to the wider
system of competent teams, leadership, collaboration across
services and competent governance From research to policy: the case
of early childhood and care Pathways to Professionalism in Early
Childhood Education and Care is a crucial and fascinating read for
professionals working in the sector and contributes to broadening
views on what professionalism in early childhood can mean within a
'competent system'.
An astute exploration of the complexities of working and learning
in the field of Early Childhood Education and Care, Professor Helen
Penn tells of her experiences of working as a teacher, social
worker, campaigner, researcher and writer, and so reflects on the
perennial and complex issues which shape this expanding field.
Mapping the author's career from the mid-sixties onward, 'Be
Realistic, Demand the Impossible' is a tribute to the progress that
has been made in Early Childhood Education and Care over the past
70 years and is a celebration of those who have acted on their
principles to articulate and remedy hidden suffering. A first-hand
commentary on adult-child relations, poverty, working with families
and engaging with democracy and inequality, Penn's narrative
reconstructs her past and, in doing so, produces a social history
that records the various shifts in policy and public attitudes
which she has witnessed. The author recognizes the collective
effort and teamwork involved in working within organizations, as
well as the constraints and tensions such organizations can create.
She comments on the wider political system and assesses the
particular pattern of educational inequality and oppression which
afflicts the UK. One of the best known and most respected figures
in her field, Penn provides a unique perspective on change as well
as offering a framework for understanding, assessing and working
within the field of Early Childhood Education and Care. Insightful
and frank, witty and funny, this book will be a valuable read for
students, academics, researchers and practitioners involved in this
field.
An astute exploration of the complexities of working and learning
in the field of Early Childhood Education and Care, Professor Helen
Penn tells of her experiences of working as a teacher, social
worker, campaigner, researcher and writer, and so reflects on the
perennial and complex issues which shape this expanding field.
Mapping the author's career from the mid-sixties onward, 'Be
Realistic, Demand the Impossible' is a tribute to the progress that
has been made in Early Childhood Education and Care over the past
70 years and is a celebration of those who have acted on their
principles to articulate and remedy hidden suffering. A first-hand
commentary on adult-child relations, poverty, working with families
and engaging with democracy and inequality, Penn's narrative
reconstructs her past and, in doing so, produces a social history
that records the various shifts in policy and public attitudes
which she has witnessed. The author recognizes the collective
effort and teamwork involved in working within organizations, as
well as the constraints and tensions such organizations can create.
She comments on the wider political system and assesses the
particular pattern of educational inequality and oppression which
afflicts the UK. One of the best known and most respected figures
in her field, Penn provides a unique perspective on change as well
as offering a framework for understanding, assessing and working
within the field of Early Childhood Education and Care. Insightful
and frank, witty and funny, this book will be a valuable read for
students, academics, researchers and practitioners involved in this
field.
This book explores and critiques topical debates in educational
sciences, philosophy, social work and cognitive neuroscience. It
examines constructions of children, parents and the welfare state
in relation to neurosciences and its vocabulary of brain
architecture, critical periods and toxic stress. The authors
provide insight into the historical roots of the relationship
between early childhood education policy and practice and sciences.
The book argues that the neurophilia in the early childhood
education field is not a coincidence, but relates to larger
societal changes that value economic arguments over ethical, social
and eminently pedagogical concerns. It affects the image of the
child, the parent and the very meaning of education in general.
Constructions of Neuroscience in Early Childhood Education
discusses what neuroscience has to offer, what its limitations are,
and how to gain a more nuanced view on its benefits and challenges.
The debates in this book will support early childhood researchers,
students and practitioners in the field to make their own
judgements about new evolutions in the scientific discourse.
Pathways to Professionalism in Early Childhood Education and Care
is concerned with a growing interest from policy and research in
the professionalisation of the early childhood workforce.
Illustrated by in-depth case studies of innovative and sustainable
pathways to professionalisation, it recognises the importance of a
systemic approach to professionalisation across all levels of the
early childhood. The authors of this wide-ranging book share
insights of professionalism from various European countries and
suggest that professionalism in early childhood unfolds best in a
'competent system'. This book considers a broad range of
international issues including Continuous professional support and
quality Early Childhood education and care staff with different
qualifications in professional development processes. How personal
attitudes and competence of educators are related to the wider
system of competent teams, leadership, collaboration across
services and competent governance From research to policy: the case
of early childhood and care Pathways to Professionalism in Early
Childhood Education and Care is a crucial and fascinating read for
professionals working in the sector and contributes to broadening
views on what professionalism in early childhood can mean within a
'competent system'.
Social pedagogy is an innovative discipline that supports
children's upbringing and overall development by focusing on the
child as a whole person. It has been described as where education
and care meet or as 'education in its broadest sense'. This book
provides a comprehensive overview of the theory, principles and
practice of social pedagogy and the profession of social pedagogue.
With chapters from leading international contributors, it outlines
the roots of social pedagogy and its development in Europe, and its
role in relation to individuals, groups, communities and societies.
Also covered is how it applies in practice to working with children
and young people in a variety of settings, including children in
care and in need of family support, and its potential future
applications. This seminal book on an increasingly important topic
will be essential reading for all academics, researchers and
practitioners working with children.
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