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.
Table of Contents
1. Found in translation: Reconceptualizing early childhood education 2. Whose Reconceptualizing? Reclaiming Spaces for Engaged Reconceptualizing in/of Early Childhood 3. Rethinking Health, Safety, and Nutrition through a Black Feminist Lens: An Early Childhood Teacher Educator’s Transformative Journey 4. Engaging with Place: Foregrounding Aboriginal perspectives in early childhood education 5. Childhoods in the Anthropocene: Re-thinking young children’s agency and activism 6. "We were marching for our equal rights": Political Literacies in the Early Childhood Classroom 7. Strangers to ourselves: A critical reconceptualization of a teacher’s cultural Otherness 8. Who said we’re too young to talk about race?: First graders and their teacher investigate racial justice through counter-stories 9. Practicing Pedagogical Documentation: Teachers making more-than-human relationships and sense of place visible
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.
"Motivated by 25 years of critical early childhood scholarship, pedagogy, and activism, the authors contributing to Found in Translation share conversations and relations generated by/with/through reconceptualist thought. In this very important volume, reconceptualist early childhood education and care becomings are illustrated by collaborative author projects that engage children with political knowledge and social justice in classrooms and illustrate teacher education that focuses on navigating sensitive knowledges and issues with children. The reader will gain insight into the multiple issues and critical possibilities that are always/already generated by reconceptualist perspectives for the 21st century."
—Gaile S. Cannella, Researcher and Independent Scholar
"In dark times, here is light—chapter upon chapter of portraits that make visible the courageous and imaginative work of reconceptualist educators. These are stories of now, of scholars and teachers, adults and children, working together to build vibrant classrooms and a better world. Read this book to be inspired, to learn and to make your teaching all that it might."
—Jonathan Silin, Author of Early Childhood, Aging and the Life Cycle: Mapping Common Ground