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Reconceptualizing Early Childhood Care and Education

Critical Questions, New Imaginaries and Social Activism: A Reader


Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
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Chapter Fourteen: The Use of Poststructuralist Storytelling in Early Childhood Education Research



The Use of Poststructuralist Storytelling in Early Childhood Education Research

Alejandro Azocar

To make a case about the usefulness of storytelling in early childhood educational research, I start this discussion with an understanding of the word “story” as an account of life episodes manifested in multiple ways; for example as a written piece that describes someone’s experiences, as an oral recount, a poem, a song, a short story, a novel, or even as a television show. There is one undeniable fact about human stories, they are told every day, everywhere, and by everybody. Telling stories is a basic human characteristic that reflects our social nature. Stories are told in all forms and shapes; for example in reality shows on television, on blogs, in magazines, in “tell-all” memoirs, on the internet, or even on Facebook and Twitter. For a variety of reasons, we feel the need to telling what happens to others and what happens to us in such a way that our particularities are honored and our feelings get recognized. Through the narration of observable events, we transmit the significance of our daily experiences to those who wish to listen to our words, or those who want to read our words.

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