Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care)

289 Pages·2005·1.76 MB·English

by  Sharon Ryan, Susan Grieshaber

PRACTICAL TRANSFORMATIONS
AND TRANSFORMATIONAL
PRACTICES: GLOBALIZATION,
POSTMODERNISM, AND EARLY
CHILDHOOD EDUCATION
i
ADVANCES IN EARLY EDUCATION
AND DAY CARE
Series Editor: Stuart Reifel
Recent Volumes:
Volume 8: Theory and Practice in Early Childhood
Teaching
Edited by Judith A. Chafel and Stuart Reifel
Volume 9: Family Policy and Practice in Early Child Care
Edited by C. Dunst and M. Wolery
Volume 10: Foundations, Adult Dynamics, Teacher
Education and Play
Edited by Stuart Reifel
Volume 11: Early Education and Care, and Reconceptualizing
Play
Edited by Stuart Reifel
Volume 12: Bridging the Gap Between Theory, Research
and Practice: The Role of Child Development
Laboratory Programs in Early Childhood
Education
Edited by Brent A. McBride and
Nancy E. Barbour
Volume 13: Social Contexts of Early Education, and
Reconceptualizing Play (II)
Edited by Stuart Reifel and Mac H. Brown
ii
ADVANCES IN EARLY EDUCATION AND DAY CARE VOLUME 14
PRACTICAL
TRANSFORMATIONS AND
TRANSFORMATIONAL
PRACTICES:
GLOBALIZATION,
POSTMODERNISM, AND
EARLY CHILDHOOD
EDUCATION
EDITED BY
SHARON RYAN
Rutgers, The State University of New Jersey, USA
SUSAN GRIESHABER
Queensland University of Technology, Australia
2005
Amsterdam – Boston – Heidelberg – London – New York – Oxford
Paris – San Diego – San Francisco – Singapore – Sydney – Tokyo
iii
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CONTENTS
LIST OF CONTRIBUTORS ix
ACKNOWLEDGMENTS xi
INTRODUCTION
Stuart Reifel xiii
PART I:
EARLY CHILDHOOD EDUCATION, GLOBALIZATION, AND
POSTMODERNITY
TRANSFORMING IDEAS AND PRACTICES
Susan Grieshaber and Sharon Ryan 3
VOICES AT THE TABLE: AN ANALYSIS OF
COLLABORATION IN THE POLICY PROCESS FOR A
LOCAL PRESCHOOL INITIATIVE
Lucinda G. Heimer 19
PART II:
DIVERSITY AND DIFFERENCE IN EARLY CHILDHOOD
CLASSROOMS
(DE) CENTERING THE KINDERGARTEN
PROTOTYPE IN THE CHILD-CENTERED
CLASSROOM
Elizabeth Graue 39
v
vi CONTENTS
TEACHING NOTES
Felicity McArdle 59
THE AMORPHOUS PRETEND PLAY CURRICULUM:
THEORIZING EMBODIED SYNTHETIC
MULTICULTURAL PROPS
Richard Johnson 93
`
IMPLEMENTING TE WHARIKI AS POSTMODERNIST
PRACTICE: A PERSPECTIVE FROM AOTEAROA/
NEW ZEALAND
Jenny Ritchie 109
PART III:
TEACHER EDUCATION AND PROFESSIONAL
DEVELOPMENT
POSTCOLONIAL THEORY AND THE PRACTICE OF
TEACHER EDUCATION
Radhika Viruru 139
BECOMING EARLY CHILDHOOD TEACHERS:
LINKING ACTION RESEARCH AND POSTMODERN
THEORY IN A LANGUAGE AND LITERACY COURSE
Celia Genishi, Shin-ying Huang and 161
Tamara Glupczynski
PUTTING POSTMODERN THEORIES INTO PRACTICE
IN EARLY CHILDHOOD TEACHER EDUCATION
Jennifer Sumsion 193
CHALLENGING THE CULTURE OF EXPERTISE:
MOVING BEYOND TRAINING THE ALWAYS,
ALREADY FAILING EARLY CHILDHOOD
EDUCATOR
Sue Novinger, Leigh O’Brien and Lou Sweigman 217
Contents vii
IMPROVISATION: POSTMODERN PLAY FOR EARLY
CHILDHOOD TEACHERS
Carrie Lobman 243
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viii
LIST OF CONTRIBUTORS
Celia Genishi Department of Curriculum and Teaching,
Teachers College, Columbia University,
NY, USA
Tamara Glupczynski Teachers College, Columbia University,
New York, NY, USA
Elizabeth Graue Department of Curriculum and Instruction,
School of Education, University of
Wisconsin, Madison, WI, USA
Susan Grieshaber School of Early Childhood, Queensland
University of Technology, Qld,
Australia
Lucinda G. Heimer University of Wisconsin, Madison, WI,
USA
Shin-ying Huang Teachers College, Columbia University,
New York, NY, USA
Richard Johnson Institute for Teacher Education, University
of Hawaii at Manoa, Honolulu,
HI, USA
Carrie Lobman Graduate School of Education, Rutgers –
The State University of New Jersey,
New Brunswick, NJ, USA
Felicity McArdle School of Early Childhood, Queensland
University of Technology, Qld,
Australia
Sue Novinger Department of Education and Human
Development, State University of
New York, Brockport, NY, USA
ix