Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Falmer Press (1999)
With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood institutions and pedagogical work. The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care.
|Keywords||Early childhood education Philosophy Child care services Postmodernism and education Critical pedagogy|
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|Buy the book||$110.00 used (48% off) $139.16 new (34% off) $210.00 direct from Amazon Amazon page|
|Call number||LB1139.23.D25 1999|
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Citations of this work BETA
Peter Moss (2007). Meetings Across the Paradigmatic Divide. Educational Philosophy and Theory 39 (3):229–245.
Christine Woodrow & Frances Press (2007). (Re)Positioning the Child in the Policy/Politics of Early Childhood. Educational Philosophy and Theory 39 (3):312–325.
Liselott Borgnon (2007). Conceptions of the Self in Early Childhood: Territorializing Identities. Educational Philosophy and Theory 39 (3):264–274.
Hillevi Lenz Taguchi (2007). Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education. Educational Philosophy and Theory 39 (3):275–290.
Andrew Gibbons (2007). The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? Educational Philosophy and Theory 39 (3):300–311.
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