Philosophy of Early Childhood Education: Transforming Narratives

Philosophy of Early Childhood Education: Transforming Narratives

by Sandy Farquhar, Peter Fitzsimons
     
 

Since well before the Enlightenment theorists have been philosophizing about how best to educate children. Across the Western world intensified government involvement suggests that the arena of early childhood education has taken on greater social, political, and economic significance. Philosophy of Early Childhood Education: Transforming Narratives

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Overview

Since well before the Enlightenment theorists have been philosophizing about how best to educate children. Across the Western world intensified government involvement suggests that the arena of early childhood education has taken on greater social, political, and economic significance. Philosophy of Early Childhood Education: Transforming Narratives offers a sobering and insightful critical analysis of the many competing and conflicting theories of early childhood education.

Within the spirit of open-ended debate – and through a series of unfolding narratives – contributing authors offer their unique perspectives on early childhood education to stimulate discussion, enliven debate, and stretch the philosophical parameters of early childhood discourse. A diverse range of educators – from the United States, Great Britain, Australia, New Zealand, and across mainland Europe – provides readers with an ‘intellectual smorgasbord’ of the latest philosophical issues in early childhood education. Exposure to such a broad range of viewpoints will help early childhood theorists and practitioners navigate their way through the complexities of contemporary early childhood education.

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Editorial Reviews

From the Publisher
“All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being.” (CHOICE, March 2009)

Product Details

ISBN-13:
9781405174046
Publisher:
Wiley
Publication date:
02/12/2008
Series:
Educational Philosophy and Theory Special Issues Series, #1
Pages:
120
Product dimensions:
9.61(w) x 6.69(h) x 0.25(d)

What People are saying about this

From the Publisher
"Positioning political, feminist, and historical analysis of early childhood education within academia has been a hard fought campaign. It is now urgently necessary to reflect upon the implications of the mainstreaming of early childhood in policy and pedagogy. The readings in this monograph provide signposts towards new constructions of early childhood education with a fresh frame for advocacy."
Helen May, University of Otago College of Education

"Opens the door to new ways of imagining philosophy, knowledge, and the new paradigms of theory and research in early childhood education, with different critical perspectives related to philosophies of knowledge and power. The contributors, leading researchers from a variety of countries, illustrate how different critical and post-structural philosophical ideas interrogate current policies and practices."
Marianne Bloch, University of Wisconsin-Madison

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