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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 Four: Through a Queer Lens: Recuperative Longings and the Reconceptualizing Past



Through a Queer Lens: Recuperative Longings and the Reconceptualizing Past

Jonathan Silin

The invitation to contribute to this volume appeared in my in-box as something of a surprise. For the last decade, I’ve been writing about topics—aging, grief, and the displacements of time—that would, at first blush, have little to do with early childhood imaginaries. But it also arrived at a moment when I’ve been making a practice of saying “yes” to who and what shows up, letting go of my usual circumspection about taking on new assignments. Soon enough I realized that two events were also conspiring to rekindle my interest in both the past and future of the field. They would ultimately come to weave their way through this chapter. For one, a recent trip to San Francisco prompted me to reflect on the ways that social amnesia shapes our understanding of activist movements and our ability to draw on their histories to imagine the future otherwise. For another, the 20th anniversary of Reconceptualizing Early Childhood Education (RECE), in which I was an early and energetic participant, had prompted me to consider how, if at all, this particular movement might have succeeded in reframing the theory and practice of early education.

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