In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2010. XVIII, 206 pp.
Contents: Veronica Pacini-Ketchabaw: Curriculum’s Flows, Rhythms, and Intensities: A Beginning – Enid Elliot: Thinking beyond
a Framework: Entering into Dialogues – Cristina D. Vintimilla: These Ventriloquist Walls: Troubling Language in Early Childhood
Education – Kirsten Ho Chan: Rethinking Children’s Participation in Curriculum Making: A Rhizomatic Movement – Iris Berger:
Extending the Notion of Pedagogical Narration through Hannah Arendt’s Political Thought – Deborah Thompson: A Story to Unsettle
Assumptions about Critical Reflection in Practice – Kathleen Kummen: Is It Time to Put «Tidy Up Time» Away?: Contesting Routines
and Transitions in Early Childhood Spaces – Sylvia Kind: Art Encounters: Movements in the Visual Arts and Early Childhood
Education – Veronica Pacini-Ketchabaw/Fikile Nxumalo: A Curriculum for Social Change: Experimenting with Politics of Action
or Imperceptibility – Mary Caroline Rowan: Disrupting Colonial Power through Literacy: A Story about Creating Inuttitut-Language
Children’s Books – Laurie Kocher/Paul Cabaj/David Chapman/Nancy Chapman/Carmen Ryujin/Elizabeth Wooding: Families and Pedagogical
Narration: Disrupting Traditional Understandings of Family Involvement.