<I>Reconceptualizing Early Childhood Care and Education</I> is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.<BR> The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinkers in a series of ongoing intercultural conversations that speak to the challenges and possibilities of engaging with education, difference and diversity in a globalised world. Shifting across a range of geographical, theoretical, institutional and disciplinary contexts, the contributors identify in their own empirical and theoretical research work examples of localised solutions to the problems of diversity for the practice of education. These "educational enactments" illustrate the interactions of localised and global level discourses within contexts of educational policy and practice, and allow an exploration of how abstract notions of education are applied through education as a practice and/or subjective experience. Mindful of the structural limitations imposed by the regime of globalisation, the book explores the challenges and the agentive possibilities of working across cultural and material boundaries, and provides multiple venues in which to transcend the limitations of addressing educational issues through a single lens. Engaging with both the challenges and the complexities of intercultural conversations in relation to issues of diversity and difference, the book's contributors recognise that their role as educators compels them to engage with the dilemmas as well as the productive possibilities, of what it means to learn and to educate within such 'interesting times'. The book will be of interest to a diverse range of academics, researchers, educators, undergraduate and graduate students in the field of education, particularly in areas of curriculum theory, teacher education, cultural studies and multi-cultural education.
How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspection regime? A Generation of Radical Educational Change: Stories from the Field is an exploration of the revolutionary impact of the greater and continuing involvement of central government in education policy-making which began in 1976 and was accelerated by the 1988 Education Act and subsequent legislation. In the book, a dozen distinguished contributors from a wide range of sectors explain and reflect on how they worked to do their best for their schools, teachers and pupils in these years of great change. They understand the reasons, explained by Lord Baker in his early chapter, for a National Curriculum in 1988, and also the reasons for a more effective national inspection system. Yet their stories accumulate to become a powerful critique of the top-down policies of the last two decades. These policies have been too numerous, short-term, incoherent and partisan; governments have been indifferent to professional opinion and serious research, and have relied excessively on measurable outcomes and simplistic Ofsted judgments. Our current system is narrower and less democratic than it was, but evidence is hard to find that English pupils are doing any better in international comparisons. The combined reflections in this volume are timely in these years of lively educational debate as are the suggestions for future policy. A Generation of Radical Educational Change is an invaluable read for current and aspiring headteachers, policy makers and those with an interest in education policy and how it evolves.
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