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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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Acknowledgements

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Chapters 2, 3, 4, 5, 6, & 7 are revised versions of articles that appeared in 2010 in the Alberta Journal of Educational Research, Special Issue: “Blurring the Boundaries of Early Childhood Education’s Theory/Practice Divide,” volume 56, issue 3. We would like to thank the journal for permission to publish a revised version of the articles.

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