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Disrupting early childhood education research: imagining new possibilities

Disrupting early childhood education research: imagining new possibilities

Parnell, Will, 1968- editor; Iorio, Jeanne Marie, editor

Recent and increasing efforts to standardize young children's academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research, competition, and test scores, exemplified by federal funding competitions and policymaking. Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies, auto-ethnographic writings, action-oriented studies, arts-based methodologies, and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning, school, and early education sectors, this volume explores the meanings of actionable and everyday approaches based on the experiences of young children, their families, and educators

eBook, Electronic resource, Book. English. Electronic books.
Published London: Routledge, 2016
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Details

Statement of responsibility: edited by Will Parnell and Jeanne Marie Iorio
ISBN: 1317558537, 9781317558538
Note: Includes bibliographical references and index.
Physical Description: 202 pages : illustrations (black and white)
Series: Changing images of early childhood
Subject: Education.; Early childhood education Research.
Reproduction: Electronic reproduction. Askews and Holts. Mode of access: World Wide Web.
Series Title: Changing images of early childhood.
Other formats: Also available in printed form ISBN 9781138839106

Contents

  1. Series Editor Introduction
  2. Nicola Yelland
  3. Foreword
  4. Peter Moss
  5. Reaching Toward the Possible
  6. Jeanne Marie Iorio and Will Parnell
  7. Section 1: New Theoretical and Methodological Imaginings
  8. Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy
  9. Stefania Giamminuti
  10. Theorizing what it means to be pedagogical in (the) early years (of) teaching
  11. Sandy Farquhar and Marek Tesar
  12. Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses
  13. Richard T. Johnson
  14. Parents as Producers of Enduring Knowledge Through Inquiry
  15. Paige M. Bray and Erin M. Kenney
  16. Section 2: Democratizing the Research Process
  17. (Re)imagining Participant Observation with Preschool Children
  18. Allison Sterling Henward
  19. Words and Bodies: Reimagining Narrative Data in a Toddler Classroom
  20. Emmanuelle N. Fincham
  21. "I am writing notes too": Rethinking children's roles in ethnographic research
  22. Ysaaca D. Axelrod
  23. Section 3: Critical Issues in Early Childhood Research from New Perspectives
  24. Current Playworld Research in Sweden: Rethinking the Role of Young Children and their Teachers in the Design and Execution of Early Childhood Research
  25. Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik
  26. Imagining children's strengths as they start school
  27. Sue Dockett and Bob Perry
  28. "To Have or not to Have" at School: Action Research on Early Childhood Education in Galicia (Spain).
  29. Concepcion Sánchez-Blanco
  30. One Test is Not Enough: Getting to Really Know Your Students
  31. Sandra L Osorio
  32. List of Contributors
  33. Index

Author note

Will Parnellis Associate Professor of Education and a pedagogical liaison to the Helen Gordon Child Development Center at Portland State University, USA. He also coordinates the master's in early childhood education for the Graduate School of Education's Curriculum and Instruction Department.

Jeanne Marie Ioriois a Senior Lecturer in Early Childhood Education at Victoria University, Melbourne, Australia.

Reviews

"A timely collection of conceptual and political importance, Disrupting Early Childhood Education Researchreconfigures early childhood education methodologies in exciting, astute, and exceptional ways. Its authors show that it is possible to research differently."

Veronica Pacini-Ketchabaw, Professor, School of Child and Youth Care, University of Victoria, Canada