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Re-situating Canadian Early Childhood Education


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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3 Valuing Subjective Complexities: Disrupting the Tyranny of TimeSherry Rose & Pam Whitty


Disrupting the Tyranny of Time

Sherry Rose & Pam Whitty

We live in a world that is increasingly time governed, driven by new technologies and demands for increasing productivity. We are saturated with information. We demand and expect instant answers and quick fixes. We do not make time for other things, not least reflection, dialogue, critical thinking, working the tensions between theory and practice. Perhaps one answer to “What can we do?” is to say that we will struggle against the tyranny of time governance; we will risk crises by choosing to work with complexity, finding ways to think critically and searching for new questions; by doing so we will open up the possibility of new understandings and practices. (Dahlberg et al., 2007, p. 17)

For the past six years, the Early Childhood Centre at the University of New Brunswick (UNB-ECC) has had a contracted responsibility to research, pilot, and implement curriculum materials for young children, and has provided a program of professional learning for child-care educators.1 From the start, these efforts have been informed by reconceptualist literature (Dahlberg & Moss, 2005; Greishaber & Cannella, 2001; Hughes & Mac Naughton, 2000; Mac Naughton, 2001, 2005; Pacini-Ketchabaw & Schecter, 2002; Penn, 2005) and reconceptualized practice (Rinaldi, 2006), with overlapping scholarship on children’s rights (Burr, 2004; Friendly, 2006), equity research (Delpit, 1995; Derman-Sparks & the Anti-Bias Task Force, 1989/2001; Mac Naughton, 2001; Ramsey, 2004), and a valuing of children’s daily lives (Dahlberg, Moss, & Pence, 1999;...

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