Deconstructing Early Childhood Education: Social Justice and RevolutionFrom a critical perspective, some early childhood educators have proposed that the knowledge base used to ground the field actually serves to support the status quo, reinforces prejudices and stereotypes, and ignores the real lives of children. The purpose of this book is to deconstruct early childhood education, identifying and evaluating the themes and forms of discourse that have dominated the field, leading to the construction of specific theories and forms of practice that privilege particular groups of children and adults and oppress others. An alternative avenue for early childhood education is posited that focuses on social justice and human agency. |
Contents
The Genealogy of Childhood | 19 |
Institutionalized Stories of Education | 91 |
Privileging ChildCentered Play | 117 |
Copyright | |
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Common terms and phrases
accepted actions activities actually adults appropriate assumptions become behavior belief century Chapter child development child-centered child-centeredness concept concern considered construction context continued created creation critical critique cultural curriculum denied described determine developmental discourse discussed diverse dominant early childhood education early experience emerged environment established examination example expected female field focus forms function Further grounded ideas individual infant institutionalized knowledge language learning lives males methods mother multiple natural normal notion objects origins parents particular pedagogy perpetuates perspective placed play political poor position possibilities practice predetermined Press privilege professionalism programs progress proposed psychology question reason reconceptualization regulation represent require responsible result reveals scientific separate social social justice society stages supported teachers teaching theory thought truth understanding United universal values viewed voices women York young children younger human