Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children’s educational futures.
This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children’s lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children.
Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.
Table of Contents
1. NEW: The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child (Michael Peters and Marek Tesar)
2. Child-Rearing: On government intervention and the discourse of experts (Paul Smeyers)
3. Out of Place: Economic Imperialisms in Early Childhood Education (Margaret Stuart)
4. The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? (Andrew Gibbons)
5. Narrative Identity and Early Childhood Education (Sandy Farquhar)
6. Global Crisis: Local Reality?: An International Analysis of ‘Crisis’ in the Early Years (E. Jayne White and Ingrid Pramling-Samuelsson)
7. Otherness ‘without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education (Sonja Arndt)
8. Meetings Across the Paradigmatic Divide (Peter Moss)
9. An Encounter with ‘Sayings’ of Curriculum: Levinas and the Formalisation of Infants’ Learning (Sandra Cheeseman, Frances Press and Jennifer Sumsion)
10. My Feelings: Power, Politics and Childhood Subjectivities (Marek Tesar)
11. In Early Childhood: What's Language about? (Liane Mozère)
Michael A. Peters is Professor of Education at the University of Waikato, New Zealand, and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He is the executive editor of the journal, Educational Philosophy and Theory.
Marek Tesar is a Senior Lecturer in Education at The University of Auckland, New Zealand, with a focus on philosophy of education and childhood studies. He is a member of the Editorial Board of Educational Philosophy and Theory.