Contemporary Issues in Early Childhood最新文献

{"title":"Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices","authors":"Bin Wu, Catherine Oxworth","doi":"10.1177/14639491221128290","DOIUrl":"https://doi.org/10.1177/14639491221128290","url":null,"abstract":"Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46995286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scarcity and surveillance in early childhood education","authors":"Katie Sloan","doi":"10.1177/14639491221128884","DOIUrl":"https://doi.org/10.1177/14639491221128884","url":null,"abstract":"At a time when national discourse in the USA centers the need for professionalization, regulation, and surveillance, this article emphasizes the ways in which neoliberal logics harm those working in early childhood education in the USA. While stakeholders at every level debate proposed solutions to the early childhood education crisis, largely related to furthering regulation, this article brings forward the voices of those doing the work and rejects the idea that neoliberal logics will lead us collectively away from a situation that they created. Guided by the tenets of critical qualitative inquiry, I use narrative inquiry to explore the stories of early childhood educators working in an underfunded, undervalued field. In this article, I highlight two resonant themes that spanned the participants’ narratives, which are related to the impacts of scarcity and surveillance in early childhood education spaces. Based on my findings, I make the claim that early childhood education professionals are strained by increased regulation and surveillance amidst an already toxic prevalence of scarcity of various forms, and that shifts to further regulate the field should consider the voices of the people working in these spaces.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46537096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translanguaging, multilingualism, and multimodality in young children's mathematics learning","authors":"Cristina Valencia Mazzanti","doi":"10.1177/14639491221130780","DOIUrl":"https://doi.org/10.1177/14639491221130780","url":null,"abstract":"The purpose of this qualitative research study is to portray the complex language practices of multilingual children when learning mathematics. To do so, I draw on data collected as part of a three-year research study that was designed to understand the relationship between young children's language use and mathematics learning, focusing on students’ work as well as interactions collected through research journal entries and audio recordings. I center the practice of thick description as a path to advance disruptive understanding of multimodal representations of children's language use while learning mathematics. I then consider the necessary movement from a preconceived understanding of language to enacting an understanding of language that is responsive to the experiences and diverse language practices of children. I argue that a disruptive understanding and enactment of language can foster meaningful mathematics learning by dismantling hierarchical power structures.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47180043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education","authors":"Karen Nociti","doi":"10.1177/14639491221129190","DOIUrl":"https://doi.org/10.1177/14639491221129190","url":null,"abstract":"This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However, when implemented for the purpose of improving place-based approaches, reflective journaling is limited by its grounding in an epistemology that values knowledge as leading to mastery and control over the environment. In response to calls for a radical reimagining of place-based approaches, the diffractive practice of blogging-with Place offers an opening for (re)imagining place-based pedagogies that (re)situate children as part of Place–children common worlds. This article has emerged from a study during which the researcher walked- and blogged-with Gabbiljee, a wetlands ecosystem also known as the watery place at the end of Derbarl Yerrigan (also known as the Swan River) in Perth, Western Australia. The inquiry revealed that whilst the potential for diffractive practice was acknowledged, there were challenges for a teacher-researcher trained in reflective practice to make this shift. The author found that the intentional implementation of hesitating and (de)composing practices intervened in ways that disrupted reflective habits, prompted necessary unlearning and created openings for diffractive possibilities. Using excerpts from two different blogs, the limitations of reflective blogging are compared to the possibilities, challenges and unlearning that transpired when engaging with the diffractive practice of blogging-with Place. Speculative, transparent and emergent, blogging-with Place is an alternative method for documenting encounters with Place.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49660849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings","authors":"Annika Manni, Håkan Löfgren","doi":"10.1177/14639491221129192","DOIUrl":"https://doi.org/10.1177/14639491221129192","url":null,"abstract":"This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47035376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tensions as opportunities for transformation: Applying DisCrit Resistance to early childhood teacher education programs","authors":"Hailey R. Love, C. L. Hancock","doi":"10.1177/14639491221128246","DOIUrl":"https://doi.org/10.1177/14639491221128246","url":null,"abstract":"Efforts to “professionalize” early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to diversify the knowledge(s) that are represented in content; center and affirm the identities and gifts of multiply marginalized teachers of color; and disrupt power hierarchies to honor relationships and interdependence.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45421466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The sounds of memory: Troubling the professionalization of knowledge through Black women’s memoir and interpretive disability studies","authors":"Elaine Cagulada, Madeleine DeWelles","doi":"10.1177/14639491221128245","DOIUrl":"https://doi.org/10.1177/14639491221128245","url":null,"abstract":"In this article, the authors encourage the consideration of the use of Black women’s memoir to inform pre-service early childhood education by exploring Mary Herring Wright’s memoir of growing up Black and deaf in the southern USA in Sounds Like Home and bell hooks’ memoir of childhood in Bone Black: Memories of Girlhood. In their engagement with Wright and hooks, stories of childhood, longing and memory appear as valid forms of knowing that attend to issues of power, hegemony and social inequity. The authors further demonstrate that the standards of practice promoted within the Ontario College of Early Childhood Educators, particularly ‘Standard II: Curriculum and Pedagogy’, understand knowledge as valid primarily if based on empirical and developmental ways of knowing. Black women’s memoirs and counternarratives, engaged with from an interpretive disability studies perspective, trouble this by suggesting that memories and stories of childhood also serve as valid and important forms of knowledge in pre-service early childhood education training and beyond . How might one encourage and support a disability studies approach to inclusion in pre-service early childhood education settings? How might such an approach help blur the child–adult binary that often appears in pre-service early childhood education, and in almost all the relationships that children have with adults? Melding the creative and the critical, the authors argue that Black women’s memoir can deepen our understanding of belonging and love, and therefore is a necessary intervention in educational institutions embedded within a normative order that creates binaries between children and adults.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities","authors":"Kimberly P Bezaire, Lisa Johnston","doi":"10.1177/14639491221128242","DOIUrl":"https://doi.org/10.1177/14639491221128242","url":null,"abstract":"The stubborn dominance of objectivity in child observation in pre-service early childhood education warrants letting go of as we confront its limitations as outdated, problematic, Eurocentric, neo-liberal and even racist. In the context of recent aims to establish ‘critically reflective’ practices, such as ‘pedagogical documentation’ and ‘collaborative inquiry’ as the ‘new way’ to ‘do’ early childhood curriculum planning in Ontario, Canada, the authors are concerned that the hard work of naming and creating conditions to ‘think together’ with concepts of subjectivity has been missed and misunderstood. The risk of missing this shared thinking and not persevering in the struggles of subjectivities, especially in curriculum courses and placement, underestimates and ‘under-minds’ the intellectual capacity of students and positions theory as neutral in its relation to practice. How, then, does one take up subjectivity and recognize its affordance in building the intellectual and relational capacity of pre-service students? What conditions need to be created to lead with critical thinking and engage in subjectivities in the context of early childhood education pre-service programs? Drawing on critical educational perspectives, the authors work to define subjectivity in the context of early childhood education; identify the conceptual barriers that they have encountered in their work as a professor and a field liaison; and propose potentially generative conditions for pre-service programs.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43626554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Draw yourself and write your name’: Material-discursive agency of names and drawings in early childhood","authors":"T. Giorza","doi":"10.1177/14639491221117224","DOIUrl":"https://doi.org/10.1177/14639491221117224","url":null,"abstract":"A documented transcript and a series of still images from two spontaneous, incidental and intra-active pedagogical encounters in a preschool are the focus and the source of this article. A turning over of data generated through a piece of doctoral research that explored intra-active learning as a phenomenon makes visible the agency of names and drawings in collaborative and intra-active literacy ‘becomings’. These are the workings of a diffractive data analysis. Already strong affective connections between the children give buoyancy to the playful recitation of written names on a pile of pages. Familiar Grade R (reception year) activities take flight and diffract with age, race and gender to produce new knowledge about ‘what matters’ in early childhood. There are both inward and outward flows between the micro and the macro worlds of ‘becoming reader’ and ‘becoming learner’ as names move in between the sounds of belonging and recognition (the children's and their classmates’ names), and the pull of identifiable shapes and letters, words and meaning. The importance of drawing as meaning-making is affirmed but exceeded as an experimental performativity spills over into further exploration that was shared and extended with a friend. The analysis moves between and among the conceptual, real and virtual through reflective and diffractive insights. The researcher notices patterns of sameness and difference in the playful literacy and drawing events performed by the children with their lively classroom environment. Reconceptualizing the material products of learning as lively co-producers of knowledge with their authors requires a reconceptualizing of the human and a refiguring of the child as learner. Making the ‘child’ visible in posthumanist research means recognizing the inseparability of the learner from the learning and the temporal, material and spatial realities that produce it, and noticing the lively entanglements of names and drawings and what they do.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45730205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Reshaping universal preschool: Critical perspectives on power and policy by Lucinda G Heimer and Ann Elizabeth Ramminger","authors":"S. Michael-Luna, Jody Silvester","doi":"10.1177/14639491211054497","DOIUrl":"https://doi.org/10.1177/14639491211054497","url":null,"abstract":"Reshaping Universal Preschool: Critical Perspectives on Power and Policy examines the social and academic shortfalls in the expansion of universal pre-kindergarten (UPK) in the USA. By aligning various stakeholder perspectives on UPK, Lucinda G Heimer and Ann Elizabeth Ramminger frame their deep dive into collaborative local policy-building by presenting a historical snapshot of UPK policy and then carefully plot its evolution (Heimer and Ramminger, 2020). The authors provide thought-provoking questions that encourage discussion and creative solutions around the issue of equity in early childhood education. In language and format, Reshaping Universal Preschool is accessible to early childhood pre-service and in-service teachers, policymakers, and researchers. The publication of Reshaping Universal Preschool comes as early childhood education is returning the spotlight to “school readiness” as a panacea for addressing the “underperformance” in US K–12 education (Altun, 2018; Gupta and Lucia, 2019; Nxumalo and Brown, 2020; Russo et al., 2019). This book aligns with the conversations among policymakers, educators, parents, and other stakeholders as to how to confront the opportunity gap and establish equity in education and life outcomes for all children (Michael-Luna and Grey, 2019; Wilinski, 2017). The authors bring a wealth of knowledge and counternarratives to the book. Lucinda Heimer, Associate Professor of Early Childhood/Special Education at the University of Wisconsin-Whitewater, and Ann Elizabeth Ramminger, founder of Early Childhood Solutions Consulting, collaborate to expand and extend Heimer’s powerful 2005 PhD dissertation, which unpacked the expansion of UPK policy. To broaden the conversation, Heimer and Ramminger include Katherine Delaney, Sarah Galanter-Guziewski, Lacey Peters, and Kristin Whyte in nuanced ethnographic studies and descriptions of UPK. Heimer and Ramminger frame their critique of UPK policy-into-practice by giving historical background and theoretical frameworks. In chapter 2, the authors examine the key question “What is quality to whom?” to highlight how power, social capital, and policy-as-discourse work in collaboration. In chapter 3, Heimer and Ramminger bring marginalized voices into their examination of collaboration by creating and presenting counternarratives to dominant views of UPK policy, specifically drawing on Foucault’s notion of power. Chapter 4 focuses on interest convergence (critical race theory) and policy-as-compromise. Of note, contributing author Galanter-Guziewski considers the different communities she included in her decision-making as a public school principal. Chapter 5 presents the fraught story of curriculum selection in a collaborative (or not so collaborative) process, illustrating its points with observational data of UPK teachers. Book review","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}