This book draws on a broad range of poststructural and postcolonial thinkers, and pays particular attention to the intersections of race, class and gender. Within this theoretical framework, it shows the important contribution that Foucault and other poststructural theorists can make to research and practice in early childhood, as well as considering future directions that this application might take. The book uses research-based case studies, drawn from different countries, of practitioners and their work with children and parents. These show how researchers (including practitioners) have brought poststructuralisms into the classroom and used them strategically to reconstruct knowledge-power relationships in classroom practices and relationships. Creating points of resistance to traditional early childhood discourses. Reconstructing pedagogical knowledges and practices and relationships. Privileging social justice and equity intents in practices and relationships. Attending to cultural relations and practices of gender, race and class. Producing new forms of collaboration between practitioner children, the academy, parents and local community. The book will be of interest to trainers, researchers and practitioners who are seeking to develop an understanding of poststructural thinkers and their potential contribution as an important perspective on early childhood.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
Giorgio Bertini does not work for, consult, own shares in or receive funding from any company or organization that would benefit from these papers, and has disclosed no relevant affiliations beyond their academic appointment.
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