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Stefan Faas; Dagmar Kasüschke; Elena Nitecki; Mathias Urban; Helge Wasmuth

Globalization, Transformation, and Cultures in Early Childhood Education and Care

Reconceptualization and Comparison

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ISBN: 978-3-030-27118-3
Reihe: Critical Cultural Studies of Childhood
Verlag: Springer International Publishing
Format: Fester Einband
XXVII, 256 Seiten; 21 cm x 14.8 cm, 1st ed. 2019, 2019
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This edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.


1. Globalization, transformation, and cultures - Theoretical notes and perspectives on reconceptualization and international comparison in Early Childhood Education and Care
2. The contribution of cultural studies to early childhood education discourses and research3. Dimensions of International Comparison in Early Childhood Education and Care - Theoretical notes4. (E)Utopia: the local, the global and the imaginary in early childhood Education5. GERM and its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas6. A cultural-historical analysis of "Childhood" and "Early Childhood Education" in contemporary Iran7. Understanding culturally specific pedagogy and practices within Swedish Early Childhood Education and Care8. Doing Ethnicity? The representation and negotiation of cultures in ECEC as an unexplained research task9. Peer Culture and Mealtimes with Toddlers in a Child Care Context: "Put your bowls on the table. It's not a toy"10. "We do not make angels here" Secularism in Norwegian kindergartens11. A social justice perspective in early childhood teacher education12. "After lunch we offer quiet time and meditation" Early Learning Environments in Australia and Finland Through the Lenses of Educators13. Teachers' Involvement in Their Designed Play Activities in a Chinese Context14. Professionalization and change - recognition of qualifications, educational processes and competencies in Germany

Biografische Anmerkung zu den Verfassern

Stefan Faas is Professor in Social Pedagogy at the University of Education Schwäbisch Gmünd, Germany. His research is focused on early childhood education, family and parent education, and transformation research as well as internationalization of education and social support.

Dagmar Kasüschke is Professor of Early Childhood Education at the University of Education in Schwäbisch Gmünd, Germany. Her research areas are cultural and gender studies, history, pedagogy, and teaching in early childhood education.

Elena Nitecki is Associate Professor in the Department of Early Childhood and Childhood Education at Mercy College, USA. Her scholarly research interests include various topics in early childhood education, teacher preparation, and the impact of the Global Education Reform Movement.

Mathias Urban is Desmond Chair of Early Childhood Education and Director of the International Centre for Early Childhood Research at Dublin City University, Ireland. He works on questions of diversity and equality, social justice, evaluation, and professionalism in working with young children, families and communities in diverse socio-cultural contexts.

Helge Wasmuth is Associate Professor in the Department of Early Childhood and Childhood Education at Mercy College, USA. His scholarly research interests include the history of, and postmodern perspectives on, early childhood education, as well as the impact of the Global Education Reform Movement on early childhood education.

Unveröffentlichter Kommentar

“This book considers the challenges and complexities of living in a globalized world dominated by neo-liberal ideals that often crush communities and undervalue their cultural knowledges and heritage. It is timely in its interrogation and reflections about culture, systems, the nature of early childhood services and in its consideration of the multi-faceted contexts that create opportunities for learning in the early years of children’s lives. It is bold in its reconceptualization about possible structures and transformations that are necessary to create equitable and socially just learning ecologies for all children.” (Nicola Yelland, Professor of Early Childhood Studies, University of Melbourne, Australia)

“This impressive collection presents a fascinating exchange of intercultural ideas, practices and strategies. Global ECEC is carefully and ethically explored through various cultures, and through the lenses of local and global, micro and macro. The possibility of transformation is at its heart, and diversity at the forefront of the inquiry. The authors present cautious optimism about the fluidity of cultures in a global world, while striving to uncover and challenge the inequality of global childhoods.” (Marek Tesar, Associate Professor, Faculty of Education and Social Work, University of Auckland, New Zealand)

“This book is powerfully generative and opens readers to complexity and richness found globally in childhood. As authors pen their thinking toward the socio-geo-political realm of childhood, they remind readers to enact ‘glocally.’ One take away is how we can do better for the children.” (Will Parnell, Professor in Early Childhood Education, Portland State University, USA, and President-elect of the National Association of Early Childhood Teacher Education)

“In a world that is being intensely transformed by the strong waves of globalization this kind of cross-cultural comparative work is critical as it allows for more inclusive and balanced perspectives on the lives of young children. This excellent collection of chapters will be of vital interest to all concerned with early childhood education and development across cultural contexts.” (Amita Gupta, Professor of Early Childhood Education, Department of Curriculum and Instruction, City University of New York (CUNY), USA)