| Author: | ISBN: | 9781351163903 | |
| Publisher: | Taylor and Francis | Publication: | December 7, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781351163903 |
| Publisher: | Taylor and Francis |
| Publication: | December 7, 2018 |
| Imprint: | Routledge |
| Language: | English |
Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one’s own practices, policies and beliefs.
Pedagogies for Diverse Contexts draws on the knowledge and professional experiences of actors from a wide range of countries and cultures. For some, early childhood’s dominant narratives have been influential, while others push back against universalistic orientations and the power of a neoliberal hegemonic agenda. Written to provoke, to stimulate and to extend thinking, these chapters provide insights and examples relevant not only for front-line practice and programme development, but for education, assessment, research and policy development.
The twelve chapters are divided into four key sections which reflect major influences on practice and pedagogy:
- Being alongside children
- Those who educate
- Embedding families and communities
- Working with systems
Considering varied international practices, this key text will enhance understanding, support self-directed learning, and provoke thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
Diversity can be a rich source of possibility and opportunity in early childhood education. Appreciating that learning and development are shaped by culture and context, history and values, the diversity of cases found in this volume provide a useful tension in considering one’s own practices, policies and beliefs.
Pedagogies for Diverse Contexts draws on the knowledge and professional experiences of actors from a wide range of countries and cultures. For some, early childhood’s dominant narratives have been influential, while others push back against universalistic orientations and the power of a neoliberal hegemonic agenda. Written to provoke, to stimulate and to extend thinking, these chapters provide insights and examples relevant not only for front-line practice and programme development, but for education, assessment, research and policy development.
The twelve chapters are divided into four key sections which reflect major influences on practice and pedagogy:
- Being alongside children
- Those who educate
- Embedding families and communities
- Working with systems
Considering varied international practices, this key text will enhance understanding, support self-directed learning, and provoke thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
