Resistance and Representation: Rethinking Childhood Education

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Janice Jipson, Richard T. Johnson
H. Holt, 2001 - Education - 349 pages
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Resistance and Representation: Rethinking Childhood Education provides a critical, cross-cultural narrative of early childhood education at the end of the twentieth century. Contributors from the United States, Canada, and the Pacific Rim explore issues of identity and practice in early childhood education, employing feminist, critical, and postmodern perspectives in understanding the lives of young children, their parents, and their teachers. Through their multilayered narratives, the scholars included in this book share their understandings of how theoretical shifts and understandings have impacted their thinking about early childhood research and practice, and their thoughts about issues of research representation and resistance. The contributors' writings point to the importance of feminist, critical, and postmodern theory as frames for early childhood research and reflect the broad array of perspectives on curricular, social, and pedagogical issues within the early childhood field.

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Contents

Introduction
1
Popular Culture and
15
Critical and
23
Copyright

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About the author (2001)

The Editors: Janice A. Jipson is Professor of Education at National-Louis University. Her recent publications include Repositioning Feminism and Education; Perspectives on Education for Social Change (1995); Daredevil Research: Recreating Analytic Practice (Peter Lang, 1996); Intersections: Feminisms and Early Childhoods (Peter Lang, 1997); and Questions of You and the Struggle of Collaborative Life (Peter Lang, 2000). Her interests include early childhood curriculum and research issues related to intersubjectivity and representation. Richard T. Johnson is Associate Professor of Education at the University of Hawaii. His most recent work critiques no touch policies in early education in his book, Hands Off!: The Disappearance of Touch in the Care of Young Children (Peter Lang, 1999). Johnson's interests are focused on critiquing the normative practices in the field of early childhood.

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