Pedagogy, Culture & Society
Vol. 32, n°4, 06/2024
Bewildering the Early Childhood ‘Pioneers’
- Bewildering early childhood ‘pioneers’, Jayne Osgood, Nathan Jon Archer, Jo Albin-Clark & Sid Mohandas
- Unsettling the unimaginable: a genealogical counterstory of early care and education in the United States, Brita A. Bookser
- Revisiting Reggio Emilia through a more-than-human lullaby: diffractive montages as documenting childhood (and) literacy otherwise, Giovanna Caetano-Silva, Fernando Guzmán-Simón & Alejandra Pacheco-Costa
- Re-imagining the Froebelian influence on early childhood education as a dynamic and ever-changing web of encounter, Mona Sakr & Veerma Kaur
- Storytelling and error: challenging pioneer ontologies in early childhood education, Browning Neddeau & Marissa McClure
- Troubling and diffracting Winnicott’s pioneering approach to playing through Deleuze’s ontology for early childhood education, Gabrielle Ivinson
- Te whāriki, citizenship and young children: re-considering the ‘pioneering’ pedagogies of early childhood education in Aotearoa New Zealand, Peng Xu & Jenny Ritchie
- Bewildering the legacy effects of Gail Melson’s wild things/animals/children, Tracy Charlotte Young & Pauliina Rautio
- O paradoxical pioneer! repurposing steiner education in collage and scribble, Victoria de Rijke
- Re-imagining the image of the educator in post-secondary early childhood education: calling for epistemic justice, Adam W. J. Davies, Brooke Richardson & Zuhra Abawi
- Bewildering developmentalism: poetic juxtapositions and propositions to ask different questions about and with children, Oona Fontanella-Nothom
- Age segregation in ECEC: tracing arguments and reanimating the critique of developmentalism, Lisa Annika Brandt & Soern Finn Menning
- Unsettling the Play-based Approach by thinking with ghosts and haunting, Sung Ryung Lyu & Kara Roop Miheretu
- Walking a desire track: Montessori pedagogy as resistance to normative pathways, Nathan Archer
- Digitally doing Reggio: mobilising posthuman pedagogical knowledge co-creation with socially mediated performativities of early childhood education, Jo Albin-Clark
Δεν υπάρχουν σχόλια:
Δημοσίευση σχολίου