Doing Foucault in Early Childhood Studies
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A01=Glenda Mac Naughton
Anglo-Australian Children
Author_Glenda Mac Naughton
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Category=JNC
classroom power relations
classrooms
critical pedagogy
Critical Teaching Project
curriculum
Curriculum Club
Data Fragments
deconstruction methods
deliberate
Developmental Truths
Early Childhood
Early Childhood Classrooms
Early Childhood Curriculum
Early Childhood Educator
Early Childhood Field
Early Childhood Institutions
Early Childhood Professional
Early Childhood Services
Early Childhood Studies
Early Childhood Texts
education
educators
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eq_nobargain
eq_non-fiction
eq_society-politics
field
Kim's Story
Kim’s Story
Large Front Teeth
National Child Care Accreditation Council
Paper Bag Princess
Persona Dolls
poststructural analysis in education
poststructuralist theory
practice
Professional Development
Professional Learning
professionals
Reflective Practice
rhizoanalysis
Rhizomatic Logic
service
social constructivism
texts
Wider Social Project
Product details
- ISBN 9780415320993
- Weight: 630g
- Dimensions: 138 x 216mm
- Publication Date: 12 May 2005
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as:
- becoming post-structurally reflective about truth
- mapping classroom meanings
- tactics of rhizoanalysis
- becoming again in critically-knowing communities.
Case-studies and examples taken from real situations are used and will be of interest to anyone studying or researching early childhood practice and policy.
Glenda Mac Naughton is Associate Professor in Early Childhood and Director of the Centre for Equity and Innovation in Early Childhood, Faculty of Education, the University of Melbourne.
