Scholarship in Times of Crises: Towards a Trans-Discipline of Early Childhood

Autor/in	Urban, Mathias
Titel	Scholarship in Times of Crises: Towards a Trans-Discipline of Early Childhood
Quelle	In: Comparative Education, 58 (2022) 3, S.383-401 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Urban, Mathias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2046376
Schlagwörter	Early Childhood Education; Diversity; Social Change; Developing Nations; Developed Nations; Educational Theories; Futures (of Society); Interdisciplinary Approach; Educational Research; Comparative Education; Child Development; COVID-19; Pandemics; Epistemology; Political Influences; Systems Approach; Child Care; Equal Education; Social Differences; Foreign Countries + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialer Wandel; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Educational theory; Theory of education; Bildungstheorie; Future; Society; Zukunft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Vergleichende Erziehungswissenschaft; Kindesentwicklung; Erkenntnistheorie; Political influence; Politischer Einfluss; Systemischer Ansatz; Kinderfürsorge; Kinderbetreuung; Sozialer Unterschied; Ausland
Abstract	In this paper I argue for a necessary -- and possible -- paradigmatic shift in early childhood scholarship that embraces multiplicity, diversity, ambiguity, uncertainty and shared situated knowledge creation in response to a profoundly changed global context. The contours of the new paradigm are already emerging as three interconnected "fields of tension": First, the increasing recognition, by some international actors, of the complexity and systemic characteristic of early childhood education -- contradicted by the persistent promotion of decontextualised approaches by others including OECD. Second, a blurring of boundaries between the Global South and North, in the context of rising inequality within countries. Third, the inability of dominant theories of early childhood education, grounded in disciplinary traditions from outside the field, to conceptualise present experiences and future directions. In conclusion I argue for the need and possibility of a "trans-discipline of early childhood" with profound implications for comparative work in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01