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Reconceptualizing Early Childhood Care and Education

Critical Questions, New Imaginaries and Social Activism: A Reader


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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Introduction: Exploring Reconceptualist Histories and Possibilities



Exploring Reconceptualist Histories and Possibilities

Marianne Bloch, Beth Blue Swadener, and Gaile S. Cannella

The primary purpose of this book, as a volume in the Peter Lang series Rethinking Childhoods, is to show new directions in ways of understanding and imagining childhoods, rethinking early education and child care, as well as thinking about ways in which scholars in diverse fields are engaging in action and activisms related to childhood, early education, and child care. Each chapter in this volume consists of a newly written or revised contribution by leading authors working across the fields of critical childhood studies, early childhood education/care, and/or reconceptualizing early childhood education/care. Authors were asked to write chapters because the editors (Bloch, Swadener, and Cannella in collaborative discussions) felt each could contribute distinctly new and innovative ways to dialogue, dream, and envision childhood studies, including how early education and child care theory, policy, pedagogy, and curriculum might be re-imagined. While many authors contributed, no volume could contain the many others whose work, knowledge, and voices might have been included.

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