Developmentalism in early childhood and middle grades education. Critical conversations on readiness and responsiveness. 1. ed.

Sonst. Personen	Lee, Kyunghwa (Hrsg.); Vagle, Mark D. (Hrsg.)
Titel	Developmentalism in early childhood and middle grades education. Critical conversations on readiness and responsiveness. 1. ed.
Quelle	New York: Palgrave Macmillan (2010), VII, 265 S.Verfügbarkeit
Reihe	Critical cultural studies of childhood
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-230-61980-0; 978-0-230-61980-7
Schlagwörter	Erziehung; Entwicklungspsychologie; Kulturpsychologie; Persönlichkeitsentwicklung; Familienbeziehungen; Mädchenbildung; Curriculum; Entwicklungspsychologie; Erziehung; Kind; Kinderzeichnung; Kulturpsychologie; Ländlicher Raum; Mädchenbildung; Nordamerika; Sexualerziehung; Theorie; Verantwortung; Persönlichkeitsentwicklung; Unterrichtstechnologie; USA; Mittelschule; Kind; Vorschulalter; Mittelschule; Sekundarbereich; Lehrerrolle; Curriculum; Unterrichtstechnologie; Ländlicher Raum; Kinderzeichnung; Verantwortung; Sexualerziehung; Grundschulalter; Theorie; Jugendlicher; Schwarzer; Nordamerika; USA
Abstract	In this book, the contributors challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century's grand developmental theories. The contributors to this book examine the notion of development in their own work by employing various alternative frameworks, including Bakhtinian ideas, Buddhism, cultural psychology, and post-structuralism. Exploring issues related to developmentalism within and across the fields, the contributors invite the reader to participate in the cross-field dialogue which provides new language and perspectives for the education of young children, young adolescents, and teachers in both fields. ... The editors and authors of this volume join the diverse critical voices who would "poke some holes in the lid" of developmentalism to provide air because the "new and critical perspectives are suffocating." The volume addresses the commonalities in the fields of early childhood and middle grades education that have resulted from the reliance on the grand narrative of developmental theories. In the first section "Are they ready yet?" the authors focus on the construct of "readiness" as defined in multiple locations, and the ways that the construct separates sense making from life experiences and denies complex abilities. Notions such as an ethical answerability in the moment and mindfulness are introduced as alternatives to constructions of readiness that embody deficiency and are always future oriented. In the second section "Responsive to what?" the authors demonstrate the binaries that are reinforced through constructs such as "responsiveness." Rather than perpetuating a developmentally embedded (and authoritarian) practice such as response, they discuss the construction of contingent and recursive relations that involve all in the struggle to learn together. Finally, the last two chapters represent conversations across fields (of early childhood and middle grades education) and suggest that developmentalists and critical social scientists (e.g., reconceptualists, feminists, critical multiculturalists) share commitments to serving the needs of those who are younger and that this sharing could lead to a reimagining of the fields. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/1