Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas

Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas

Paperback CONTESTING EARLY CHILDHOOD SERIES

By (author) Glenda McNaughton

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Format
Hardback $204.99
  • Publisher: Routledge Falmer
  • Format: Paperback | 256 pages
  • Dimensions: 138mm x 212mm x 16mm | 322g
  • Publication date: 12 August 2005
  • Publication City/Country: London
  • ISBN 10: 041532100X
  • ISBN 13: 9780415321006
  • Illustrations note: 1 black & white tables
  • Sales rank: 171,056

Product description

The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as: becoming post-structurally reflective about truth mapping classroom meanings tactics of rhizoanalysis becoming again in critically-knowing communities. Case-studies and examples taken from real situations are used and will be of interest to anyone studying or researching early childhood practice and policy.

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Author information

Glenda Mac Naughton is Associate Professor in Early Childhood and Director of the Centre for Equity and Innovation in Early Childhood, Faculty of Education, the University of Melbourne.

Review quote

'Provides much interesting and thought provoking reading.' - Early Years

Table of contents

1. Journeys to activism: becoming poststructurally reflective about truth 2. Confronting a 'will to truth': troubling truths of the child poststructurally 3. Mapping classroom meanings: engaging the tactics of deconstruction locally 4. Deliberately practicing for freedom: tactics of rhizoanalysis 5. Seeking the 'Otherwise': re-meeting relations of 'race' in early childhood classroom histories 6. Imagining professional learning for a change: becoming again in critically knowing communities