Found in Translation

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aboriginal perspectives
Adam Coustley
Beth Blue Swadener
Bianca Jukes
Black Feminist
Black Feminist Lens
Black Feminist Thought
Broader Societal Issues
Bryce Pickett
Carol Spoehr
Category=JNA
Category=JNLA
Category=QDHM
Catherine Hamm
Changing Images of Early Childhood
child agency
Christine Grayland
classroom practice
Connecting Reconceptualist Thinking with Early Childhood Education Practices
Contemporary Society
critical pedagogy
Dana Frantz Bentley
Drinking Gourd
Early Childhood Education
Early Childhood Education Practices
Early Childhood Settings
Early Childhood Teacher Education
Early Childhood Teachers
Early Learning Guidelines
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Found in Translation
Jeanne Marie Iorio
Jennifer Keys Adair
Jessica Garcia
Kaleem Caire
Kathlene A. Holmes
Kelly Boucher
Kindergarten Professionals
Lisabeth da Rosa Ferrarelli
Marek Tesar
Margarita G. Ruiz Guerrero
Mariana Souto-Manning
Marianne N. Bloch
Mark Nagasawa
Marlo Mielke
Michelle Salazar Perez
multicultural classrooms
Nicola Yelland
Pedagogical Contact Zone
Pedagogical Documentation
Professional Experience Placement
Professional Experience Program
qualitative classroom research
RECE
Reconceptualised Theorist
reconceptualist
Reconceptualist Work
Reconceptualizing Curriculum Theory
Settler Colonial Perspectives
social justice education
Sonja Arndt
Teacher Otherness
transformative early childhood curriculum
Van Eijnatten

Product details

  • ISBN 9781138057074
  • Weight: 294g
  • Dimensions: 152 x 229mm
  • Publication Date: 05 Dec 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

Nicola Yelland is Professor of Early Childhood Studies at Flinders University in South Australia.

Dana Frantz Bentley is a preschool teacher at Buckingham Browne and Nichols School in Cambridge, Massachusetts.