Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels / Edition 1

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The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized.

The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.

The World Yearbook of Education 2009 volume is organized into 3 sections:

Section 1: Examines the global construction of childhood development and learning

Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section

Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.

The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

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Product Details

  • ISBN-13: 9780415994118
  • Publisher: Taylor & Francis
  • Publication date: 12/18/2008
  • Series: World Yearbook of Education Series
  • Edition number: 1
  • Pages: 352
  • Product dimensions: 6.10 (w) x 9.30 (h) x 0.90 (d)

Meet the Author

Marilyn Fleer is Professor of Early Childhood Education and Foundation Chair at Monash University, Australia. She is also the Centre Research Director for the Centre for Childhood Studies.

Mariane Hedegaard is a Professor and Leader of the Centre for Person, Practice, Development, and Culture (PPUK) at the Department of Psychology, Copenhagen University.

Jonathan Tudge is a Professor in the Department of Human Development and Family Studies at The University of North Carolina at Greensboro, USA.

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Table of Contents

Section One

Chapter Focus



The global construction of childhood development and learning

Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout

NB: Authorship order may change

A cultural-ecological perspective on childhood – African perspective

Jonathan Tudge, The University of North Carolina at Greensboro, USA


Western influences on post-Soviet education

Joe Elliott, University of Durham


Sociological critiques of psychological perspectives on children – their impact on institutional practices

William Corsaro, Indiana University, USA

North America

Locating the learning context – Pacific journey and the Fa’aSamoa

Suatu Gualo, Monash University, Australia

South Pacific

Development and learning as activist projects: learning from and expanding Vygotsky’s approach

Anne Stetsenko, The Graduate Centre, City University of New York


The power of motives: the interaction between biological constraints and activity in the development of children

Louise Bottcher, University of Copenhagen, Denmark


Play and learning – the learning and relearning of play in contemporary societies

Elena Kravtsova, Russian State University for the Humanities, L.S. Vygotsky Psychology Institute, Russia.


Activity systems within schools – the voice of special education

Harry Daniels, University of Bath, UK)


Section Two

Global politics shaping local childhoods

Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout

NB: Authorship order may change

Global-local practice informing research and research informing global-local practice

Seth Chaiklin, Bath University, UK, Mariane Hedegaard


Are universal views of ‘development’ and ‘learning’ being constructed or politicized? – when home culture works and western schooling mean different things

Ernest Kofi Davis. University of Cape Coast, Ghana


How are assessment or accountability measures being developed, sanctioned and policed -

Indigenous learning perpectives

Denise Williams-Kennedy, Yiparinya community, Marilyn Fleer, Ana, Mantilla, Trish Rivalland, Monash University, Australia


Views of childhood in Turkey – the global-local tension

Cigdan Kağitçibaşi, or Artin Göncü, US

European continent

Intent community participation – learning in communities in the Americas

Barbara Rogoff et al., University of Santa Cruz, California


Family contexts and how they position children as active agents in local and global contexts

Mariane Hedegaard, Jytte Bang; University of Copenhagen; Marilyn Fleer Monash University

Denmark and Australia

Developmental teaching in schooling in the Netherlands

Bert van Oers, Free University Amsterdam, The Netherlands


Development of participation on social practice: How does local social practice impact on global issues of childhood?

Charlotte Hojholt, Roskilde University, Denmark


Section Three

The politics of childhood research

Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout

NB: Authorship order may change

Historical and comparative analyses of early childhood policies in the US and Brazil

Lia Freitas Federal University of Rio Grande do Sul


Kenyan learning in the context of political and NGO imperatives

Dolphine Odero, Egerton University


Methodological constraints and affordances in childhood studies

Angela Bronco, Brasilia University, Brazil


Majority world perspectives on childhood research

Nirmala Rao, University of Hong Kong


An OECD perspective on policy and childhood research

Collette Taylor, formally OECD


Policy imperatives – Joined up Government discourses and constructions of childhood research across institutions

Anne Edwards, Oxford University, UK


Global-local orientations in researching childhood

Jaan Valisner, Clark University, Worchester, USA)


Emerging or silenced research contexts for childhood studies

Samantha Punch, University of Sterling

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