Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care) PDF
Preview Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education (Advances in Early Education and Day Care)
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 ELSEVIER B.V. ELSEVIER Inc. ELSEVIER Ltd ELSEVIER Ltd Radarweg 29 525 B Street, Suite 1900 The Boulevard, Langford 84 Theobalds Road P.O. Box 211 San Diego Lane, Kidlington London 1000 AE Amsterdam CA 92101-4495 Oxford OX5 1GB WC1X 8RR The Netherlands USA UK UK r 2005 Elsevier Ltd. All rights reserved. This work is protected under copyright by Elsevier Ltd, and the following terms and conditions apply to its use: Photocopying Single photocopies of single chapters may be made for personal use as allowed by national copyright laws. Permission of the Publisher and payment of a fee is required for all other photocopying, including multiple or systematic copying, copying for advertising or promotional purposes, resale, and all forms of document delivery. Special rates are available for educational institutions that wish to make photocopies for non-profit educational classroom use. Permissions may be sought directly from Elsevier’s Rights Department in Oxford, UK: phone (+44) 1865 843830, fax (+44) 1865 853333, e-mail: 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 This page intentionally left blank 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
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