Rezension
«This is an important book for Canadian early childhood education. Some may find it disruptive, but that is in part its purpose – to question and to pose alternative discourses that open up to other ways of seeing and understanding. Such other ways are essential in a society as diverse as Canada. With this volume Canada joins a stimulating international community of scholars and early childhood educators who seek new insights and perspectives to guide the future of ECE in their own countries and internationally.» (Alan Pence, Professor, University of Victoria, Canada)
«This edited collection is a must for international audiences of scholars, researchers, teachers, and educators. While the contributions are set within the Canadian landscape, the issues, dilemmas, tensions, provocations, and challenges are those facing all Western societies at this time. Robustly based on research and postfoundational theories, each chapter provides offerings for rethinking and reformulating early childhood education, family and child interactions, and the work of all those in early years education and social services.» (Judith Duncan, Associate Professor of Education, University of Canterbury, Christchurch, New Zealand)
«This is an important book for Canadian early childhood education. Some may find it disruptive, but that is in part its purpose – to question and to pose alternative discourses that open up to other ways of seeing and understanding. Such other ways are essential in a society as diverse as Canada. With this volume Canada joins a stimulating international community of scholars and early childhood educators who seek new insights and perspectives to guide the future of ECE in their own countries and internationally.» (Alan Pence, Professor, University of Victoria, Canada)
«This edited collection is a must for international audiences of scholars, researchers, teachers, and educators. While the contributions are set within the Canadian landscape, the issues, dilemmas, tensions, provocations, and challenges are those facing all Western societies at this time. Robustly based on research and postfoundational theories, each chapter provides offerings for rethinking and reformulating early childhood education, family and child interactions, and the work of all those in early years education and social services.» (Judith Duncan, Associate Professor of Education, University of Canterbury, Christchurch, New Zealand)
Portrait
Veronica Pacini-Ketchabaw is Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria. She has written extensively on the history of child care in Canada; the experiences of young children and early childhood educators in early childhood settings; and posthumanist, poststructural, postcolonial, and anti-racist feminist perspectives in early childhood education. She is editor of Flows, Rhythms and Intensities in Early Childhood Curriculum (Peter Lang, 2011), and co-editor of the journal Canadian Children. Larry Prochner is Professor of Early Childhood Education and Chair of the Department of Elementary Education in the Faculty of Education at the University of Alberta. He is author of A History of Early Childhood Education in Canada, Australia, and New Zealand, and co-editor of Recent Perspectives on Early Childhood Education and Care in Canada.
