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Re-situating Canadian Early Childhood Education

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Edited By Veronica Pacini-Ketchabaw and Larry Prochner

This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.
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About the Book

About the Book

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This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.

“This is an important book for Canadian early childhood education. Some may find it disruptive, but that is in part its purpose—to question and to pose alternative discourses that open up to other ways of seeing and understanding. Such other ways are essential in a society as diverse as Canada. With this volume Canada joins a stimulating international community of scholars and early childhood educators who seek new insights and perspectives to guide the future of ECE in their own countries and internationally.” —ALAN PENCE, PROFESSOR, UNIVERSITY OF VICTORIA, CANADA

“This edited collection is a must for international audiences of scholars, researchers, teachers, and educators. While the contributions are set within the Canadian landscape, the issues, dilemmas, tensions, provocations, and challenges are those facing all Western societies at this time. Robustly based on research and postfoundational theories, each chapter provides...

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