Full Product Details
Author: Timothy Kinard ,
Gaile S. Cannella
Publisher: Myers Education Press
Imprint: Myers Education Press
Dimensions:
Width: 18.00cm
, Height: 2.00cm
, Length: 26.00cm
Weight: 0.333kg
ISBN: 9781975504113
ISBN 10: 1975504119
Pages: 400
Publication Date: 30 December 2021
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings. --Fikile Nxumalo, Ph.D., Assistant Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto This timely and evocative volume traces how historical, political, and developmental discourses continue to influence how we mobilize justice, equity, and care in the lives of young children across the globe. Through its analysis of research, policy, and practice, I was reminded that we (as adults) limit children's capacity to act on their world(s), even in contemporary activist movements. In our effort to advocate for children's rights, we potentially diminish their capacity to move along and with us as collaborators and contributors to a more just world. As authors argue, without new and expanded thinking on the most pressing social issues--(im)migration, emotional well-being, colonization, sustainability, neoliberal politics--we potentially reify the conditions that create inequitable systems and boundaries. That is, caring for children is not about protecting children or using them as props for our own political agendas, but deeply understanding their entanglement with adults, the material world, nonhuman creatures, and our global communities. --Haeny S. Yoon, Ph.D., Associate Professor, Early Childhood Education, Teachers College, Columbia University
"""This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings.""--Fikile Nxumalo, Ph.D., Assistant Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for the Studies in Education, University of Toronto ""This timely and evocative volume traces how historical, political, and developmental discourses continue to influence how we mobilize justice, equity, and care in the lives of young children across the globe. Through its analysis of research, policy, and practice, I was reminded that we (as adults) limit children's capacity to act on their world(s), even in contemporary activist movements. In our effort to advocate for children's rights, we potentially diminish their capacity to move along and with us as collaborators and contributors to a more just world. As authors argue, without new and expanded thinking on the most pressing social issues--(im)migration, emotional well-being, colonization, sustainability, neoliberal politics--we potentially reify the conditions that create inequitable systems and boundaries. That is, caring for children is not about protecting children or using them as props for our own political agendas, but deeply understanding their entanglement with adults, the material world, nonhuman creatures, and our global communities.""--Haeny S. Yoon, Ph.D., Associate Professor, Early Childhood Education, Teachers College, Columbia University"
Author Information
Tim Kinard is an associate professor of early learning in the Department of Curriculum & Instruction at Texas State University in San Marcos, Texas, where his work as a researcher is entangled with his work as a teacher. A unique collaboration with the local, public school district in San Marcos has created a space where Tim and his colleagues engage with a community of practitioners, administrators, students and local families, while designing curricula and teaching with/in a public prekindergarten as engagement with complicated conversations about conquest and curriculum, theory and practice. This ongoing research collaboration and teaching opportunity were created to explore the promises and perils of play-based, place-based, multilingual curriculum and pedagogy. Publications emerging from this collaboration have appeared in a range of journals including New Educator, Theory into Practice, Young Children and the International Journal of Qualitative Studies in Education, as well as in a book he co-authored with Jesse Gainer and Mary Esther Huerta, entitled Power Play: Explorando y Empujando Fronteras en Tejas, through theory building and storytelling in a multilingual play-based early learning curriculum. Gaile S. Cannella is an independent scholar who has served as a tenured Full Professor at Texas A&M University, College Station, and at Arizona State University, Tempe, as well as the Velma Schmidt Endowed Chair of Education at the University of North Texas. Her work has appeared in a range of journals and volumes, including Qualitative Inquiry, Cultural Studies - Critical Methodologies, and International Review of Qualitative Research. Her most recent books are: Critical Qualitative Research Reader (2012) with Shirley Steinberg; Reconceptualizing Early Childhood Care and Education (second edition 2018) with Marianne Bloch and Beth Swadener; Critical Qualitative Inquiry: Foundations and Futures (2015) with Michelle Pérez and Penny Pasque; and Critical Examinations of Quality in Childhood Education and Care (2016) with Michelle Pérez and I-Fang Lee. She is currently working on research projects that include: early years critical perspectives in education, and critical qualitative inquiry as public activisms and unthought imaginary. Dr. Cannella received the 2017 Reconceptualizing Early Childhood Education and Care Bloch Career Award.
