E-Book Overview
As a diverse, interdisciplinary group of scholars, drawing from experience in 12 countries, contributors to this volume share an anti-oppressive stance and have utilized an array of theories and research strategies to counter the persistent and growing number of exclusions in education – based on race, class, gender, ethnicity, language, dis/ability, sexual orientation, and citizenship status. Authors include education researchers, teacher educators, and theorists who have worked for many years on issues of social and educational inclusion and empowerment of groups which have been marginalized and share a focus on pedagogy, policy, and professional development of teachers. Contributing authors share a deep commitment to naming ways in which social exclusion has diminished the educational and life chances of many students in our various sites of work and regions of the world – and to moving the discourse and action beyond pedagogies of exclusion to a more visionary and inclusive praxis.
E-Book Content
Beyond Pedagogies of Exclusion in Diverse Childhood Contexts
Critical Cultural Studies of Childhood Series Editors: Marianne N. Bloch, Gaile Sloan Cannella, and Beth Blue Swadener This series will focus on reframings of theory, research, policy, and pedagogies in childhood. A critical cultural study of childhood is one that offers a “prism” of possibilities for writing about power and its relationship to the cultural constructions of childhood, family, and education in broad societal, local, and global contexts. Books in the series will open up new spaces for dialogue and reconceptualization based on critical, theoretical, and methodological framings, including critical pedagogy, advocacy and social justice perspectives, cultural, historical, and comparative studies of childhood, and post-structural, postcolonial, and/or feminist studies of childhood, family, and education. The intent of the series is to examine the relations between power, language, and what is taken as normal/abnormal, good and natural, to understand the construction of the “other,” difference and inclusions/ exclusions that are embedded in current notions of childhood, family, educational reforms, policies, and the practices of schooling. Critical Cultural Studies of Childhood will open up dialogue about new possibilities for action and research. Single-authored as well as edited volumes focusing on critical studies of childhood from a variety of disciplinary and theoretical perspectives are included in the series. A particular focus is in a reimagining as well as critical reflection on policy and practice of education in early childhood and at the primary and elementary levels. It is the intent of this series to open up new spaces for reconceptualizing theories and traditions of research, policies, cultural reasonings, and practices at all of these levels, in the United States, as well as comparatively across all these levels.
Published by Palgrave: The Child in the World/The World in the Child: Education and the Configuration of a Universal, Modern, and Globalized Childhood Edited by Marianne N. Bloch, Devorah Kennedy, Theodora Lightfoot, and Dar Weyenberg; Foreword by Thomas S. Popkewitz Beyond Pedagogies of Exclusion in Diverse Childhood Contexts: Transnational Challenges Edited by Soula Mitakidou, Evangelia Tressou, Beth Blue Swadener, and Carl A. Grant “Race” and Early Childhood Education: An International Approach to Identity, Politics, and Pedagogy Edited by Glenda Mac Naughton and Karina Davis
Beyond Pedagogies of Exclusion in Diverse Childhood Contexts Transnational Challenges
Edited by
Soula Mitakidou, Evangelia Tressou, Beth Blue Swadener, and Carl A. Grant
BEYOND PEDAGOGIES OF EXCLUSION IN DIVERSE CHILDHOOD CONTEXTS
Copyright © Soula Mitakidou, Evangelia Tressou, Beth Blu