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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 Eight: What About Learning?



What About Learning?

Liane Mozère

Two articles I have recently read strongly influence this chapter: “Why Have We Met to Talk About Deleuze, and Why Write Just Now On and Around His Œuvre?” by René Lemieux (Giroux, Lemieux, & Cheniér, 2009); and the other is by Ronald Bogue, “Search, Swim and See” (in Semetsky, 2008). Reading these led me to try and understand what it had meant for me and for our little group of radical libertarian students in 1960, involved as we were in politics, to have encountered Félix Guattari in 1965 and, for me at least, to have worked along with him until his death in 1992. What also had it meant to have met Gilles Deleuze in 1969 in Félix’s house? It was clear these two crossing points had to do with what Bogue has argued about learning, and more precisely, how one learns to swim. I’ll try to develop three main points. First, I will try to express what and how I learned from this closeness. Second, I will argue about what it means for learning, if one is instructed via swimming—this being particularly close to what always troubles us in early childhood. I will do so by commenting on a major political event closely linked to what Guattari called “Ecosophy” (1992); that is, the European elections in 2009 and their pathetic outcome today—strikingly meaningful in relation to Deleuzo–Guattarian tools....

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