Reconceptualizing Early Childhood Practices Through Pedagogical Narration
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|Format: ||Paperback, 264 pages|
|Other Information: ||Illustrated|
|Published In: ||Canada, 27 October 2014|
Inspired by the idea of documentation as a valuable tool for making learning visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn, and how teachers might facilitate and support that learning in innovative ways. The authors use stories they collected during a collaborative study to offer a range of possibilities for alternative childhood pedagogies. Cutting edge, yet practical; detailed in its analysis, yet inspiring, this book is a boon to the field of early childhood and primary education studies.
Table of Contents
List of Illustrations Acknowledgements Beginning Locating Ourselves How to Use This Book 1. Engaging with Complexity Creating a Collaborative Critically Reflective Community Connections and Disruptions: Encounters with Diverse Perspectives Rethinking Professional Development Collaborative Action Research and Politicizing Practice Rethinking Quality in the Early Childhood Education Field Shifting Our Focus from Understanding Practice to Complexifying Practices 2. Reflecting Critically Bringing a Critical Perspective to Child Development What Do We Mean by Critical Reflection? Critical Reflection and Political Intentionality Theoretical Tools for Critical Reflection Pedagogical Narration: A Tool for Critical Reflection From Reflection to Diffraction 3. Challenging Assumptions Images of the Child Images of the Educator Images of the Family Challenging Assumptions Complexifies the Learning Journey Pedagogical Narrations in the Making: From Our Work with Educators Princesses and Pirates The Tiara Becoming Rapunzel Entangled Bodies Building a Fort 4. Thinking Together Pedagogical Narration as a Tool to Complexify Practices Documenting Children's Learning across Three Contexts Reggio Emilia: Pedagogical Documentation The McDonaldization of Pedagogical Documentation Pedagogical Documentation as a Discourse of Meaning-Making Pedagogical Narration as a Political Tool Pedagogical Narration as a Vehicle for Public Dialogue Pedagogical Narration as a Materializing Apparatus of Knowing 5. Opening to Possibilities Engaging with Pedagogical Narrations through Multiple Lenses Postfoundational Perspectives Opening to Multiple Perspectives Complexifies the Learning Journey 6. Opening to Ethics Inviting an Ethical Approach into Our Practice Pedagogical Narration as a Nomadic Ethical Act Centring Ethical Potentials in Our Practice Staying in Motion Understanding Our Language: A Glossary Appendix: Project Summaries Investigating Quality (IQ) Project British Columbia Early Learning Framework Implementation Project References Index British Columbia Early Learning Framework Implementation Project
This is an exciting book that will add much-needed provocation to the conversation about children, childhood, families, and the learning and teaching that goes alongside them. -- Patrick Lewis, University of Regina This impressive collaborative effort critically explores the complexities of pedagogical narration in ways that demonstrate its potential to foster responsive, ethical, and social justice-focused approaches to early childhood education and care. Accessible and effectively organized, the volume enables readers to engage in critical thinking about the provocative narratives offered. The book will undoubtedly inspire the kinds of 'complicated dialogues' the authors invite child care professionals to engage in. -- Luigi Iannacci, Trent University Journeys offers a rich account of the collaborative work of a group of Canadian educators who have used pedagogical narration to question long-standing practices in early childhood education and care. Their journeys have produced a book overflowing with ideas that students, educators, researchers, and scholars can return to again and again to invigorate theory and practice. -- Rachel Langford, Ryerson University
About the Author
Veronica Pacini-Ketchabaw is Professor of Early Childhood Studies at the School of Child and Youth Care at the University of Victoria. Fikile Nxumalo is a doctoral candidate in the School of Child and Youth Care at the University of Victoria. Laurie Kocher is an instructor in the Early Childhood Education Department at Douglas College. Enid Elliot is an instructor in Early Learning and Care at Camosun College and an adjunct faculty member in the School of Child and Youth Care at the University of Victoria. Alejandra Sanchez is an instructor in the Early Childhood Education Department at Douglas College.
University of Toronto Press|
22.61 x 14.99 x 1.78 centimetres (0.43 kg)|
15+ years |