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This book broadens today's discourse about early childhood education. It challenges readers to abandon dichotomous thinking about childhood and early education and helps them to view the field from multiple perspectives. It reminds us that early educating should be designed to achieve social justice for all involved. - Bernard Spodek, University of Illinois Expands the international dialogue on reconceptualizing early childhood education, with a focus on multiple identities and positionings of researchers and teachers. Drawing from a range of compelling postmodern, feminist, and postcolonial theory and praxis-oriented scholarship, the contributors raise critical issues for research, policy, and practice -- and possibilities -- in our changing field. - Beth Blue Swadener, Kent State University Embracing Identities allows us to see reconceptualists as more than an oppositional alternative to traditional psychological perspectives on early childhood education. This diverse work represents a potent balance of theorizing practice and practicing theory that should help us re-vision our work with children. - Beth Graue, University of Wisconsin, Madison

"""This book broadens today's discourse about early childhood education. It challenges readers to abandon dichotomous thinking about childhood and early education and helps them to view the field from multiple perspectives. It reminds us that early educating should be designed to achieve social justice for all involved."" - Bernard Spodek, University of Illinois ""Expands the international dialogue on reconceptualizing early childhood education, with a focus on multiple identities and positionings of researchers and teachers. Drawing from a range of compelling postmodern, feminist, and postcolonial theory and praxis-oriented scholarship, the contributors raise critical issues for research, policy, and practice -- and possibilities -- in our changing field."" - Beth Blue Swadener, Kent State University ""Embracing Identities allows us to see reconceptualists as more than an oppositional alternative to traditional psychological perspectives on early childhood education. This diverse work represents a potent balance of theorizing practice and practicing theory that should help us re-vision our work with children."" - Beth Graue, University of Wisconsin, Madison"

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