Critical Questions, New Imaginaries and Social Activism: A Reader
Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella
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.
Chapter Nine: Ki te Whai ao, ki te ao Marama: Early Childhood Understandings in Pursuit of Social, Cultural, and Ecological Justice
New Imaginaries Related to Authors’ Scholarly Work and Praxis Ki te Whai ao, ki te ao Marama: Early Childhood Understandings in Pursuit of Social, Cultural, and Ecological Justice
Cheryl Rau and Jenny Ritchie
To critique the academy is to unlock unseen places, delve beneath the layers, generate spaces of openness and create new possibilities. Reconceptualizing early childhood education exposes inequities and diminished rights. In the early childhood community in Aotearoa/New Zealand, colonial impositions have dislocated Indigenous tamariki and whānau Māori (Māori children and families), forcing them from their traditional positionality to the margins. In our work we have sought to privilege a pathway of Māori occupation at the center, where merging paradigms of anticolonial tensions, heartfelt voices, multiple literacies, and politicized commitment are powerful. In this chapter we will offer a retrospective revisioning in service of the kaupapa (philosophy) of rights and possibilities that can be accessed through a commitment to praxis, activism informed by reflection, and a politicized commitment to social, cultural, and ecological justice.
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