Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy, 1st Edition (Paperback) book cover

Going Beyond the Theory/Practice Divide in Early Childhood Education

Introducing an Intra-Active Pedagogy, 1st Edition

By Hillevi Lenz Taguchi


202 pages

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Paperback: 9780415464451
pub: 2009-08-11
Hardback: 9780415464444
pub: 2009-08-10
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eBook (VitalSource) : 9780203872956
pub: 2009-09-10
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Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Félix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy. 'Methodological' strategies for learning with children in preschools, and in teacher education, are brought to the fore. For example:

  • the neighbourhood around the preschool and children's homes is explored, using drawing and construction-work on the floor;
  • mathematics is investigated in teacher education, using the body, dance and music to investigate mathematical relationships and problems;
  • taken-for-granted forms of academic writing are challenged by different forms of praxis- and experience-based writings that transgress the theory/practice divide;
  • children, students and teacher educators use pedagogical documentation to understand their own learning, and to critique dominant habits of thinking and doing.

Challenging the dominant understanding of ‘inclusion’ in educational contexts, and making ‘difference’ actively visible and positive, this book is rooted in the experiences, practices and words of teachers, teacher educators and student teachers. It will appeal to all those involved in early childhood education and also to those interested in challenging educational thinking and practices.

Table of Contents

Introduction 1. Going beyond the theory/practice and discourse/matter divides 2. Learning and becoming in an onto-epistemology 3. The tool of pedagogical documentation 4. An intra-active pedagogy and its dual movements 5. Transgressing binary practices in Early Childhood Teacher Education 6. The hybrid-writing-process – going beyond the theory/practice divide in academic writing 7. An ethics of immanence and potentialities for early childhood education References

About the Author

Hillevi Lenz Taguchi is an Associate Professor at the Department of Education, Stockholm University, Sweden.

About the Series

Contesting Early Childhood

This groundbreaking new series questions the current dominant discourses surrounding early childhood, and offers instead alternative narratives of an area that is now made up of a multitude of perspectives and debates.

The series examines the possibilities and risks arising from the accelerated development of early childhood services and policies, and illustrates how it has become increasingly steeped in regulation and control. Insightfully, this collection of books shows how early childhood services can in fact contribute to ethical and democratic practices. The authors explore new ideas taken from alternative working practices in both the western and developing world, and from other academic disciplines such as developmental psychology. Current theories and best practice are placed in relation to the major processes of political, social, economic, cultural and technological change occurring in the world today.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Preschool & Kindergarten
EDUCATION / Special Education / General
EDUCATION / Educational Policy & Reform / General