Alternative narratives in early childhood : an introduction for students and practitioners
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Bibliographic Information
Alternative narratives in early childhood : an introduction for students and practitioners
（Contesting early childhood series）
Routledge, 2019
- : hbk.
- : pbk.
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Includes bibliographical references
Description and Table of Contents
Description
Challenging dominant discourses in the field of early childhood education, this book provides an accessible introduction to some of the alternative narratives and diverse perspectives that are increasingly to be heard in this field, as well as discussing the importance of paradigm, politics and ethics.
Peter Moss draws on material published in the groundbreaking Contesting Early Childhood series to introduce readers to thinking that questions the mainstream approach to early childhood education and to offer rich examples to illustrate how this thinking is being put to work in practice. Key topics addressed include:
dominant discourses in today's early childhood education - and what is meant by 'dominant discourse'
why politics and ethics are the starting points for early childhood education
Reggio Emilia as an example of an alternative narrative
the relevance to early childhood education of thinkers such as Michel Foucault and Gilles Deleuze and of theoretical positions such as posthumanism.
An enlightening read for students and practitioners, as well as policymakers, academics and parents, this book is intended for anyone who wants to think more about early childhood education and delve deeper into new perspectives and debates in this field.
Table of Contents
Acknowledgements Chapter one: Dominant discourses, alternative narratives and resistance movements Chapter two: The importance of paradigm Chapter three: Politics and ethics as first practice Chapter four: Reggio Emilia: a story of democracy, experimentation and potentiality Chapter five: Michel Foucault: power, knowledge and truth Chapter six: Gilles Deleuze: though, movement and (more) experimentation Chapter seven: Posthumanism, the posthuman child and intra-active pedagogy Chapter eight: What next? References
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