Flows, Rhythms, and Intensities of Early Childhood Education Curriculum

Veronica Pacini-Ketchabaw is Associate Professor and Coordinator of the Early Years Specialization in the School of Child and Youth Care at the University of Victoria.

• Contents: Veronica Pacini-Ketchabaw: Curriculum’s Flows, Rhythms, and Intensities: A Beginning – Enid Elliot: Thinking beyond a Framework: Entering into Dialogues – Cristina D. Vintimilla: These Ventriloquist Walls: Troubling Language in Early Childhood Education – Kirsten Ho Chan: Rethinking Children’s Participation in Curriculum Making: A Rhizomatic Movement – Iris Berger: Extending the Notion of Pedagogical Narration through Hannah Arendt’s Political Thought – Deborah Thompson: A Story to Unsettle Assumptions about Critical Reflection in Practice – Kathleen Kummen: Is It Time to Put «Tidy Up Time» Away?: Contesting Routines and Transitions in Early Childhood Spaces – Sylvia Kind: Art Encounters: Movements in the Visual Arts and Early Childhood Education – Veronica Pacini-Ketchabaw/Fikile Nxumalo: A Curriculum for Social Change: Experimenting with Politics of Action or Imperceptibility – Mary Caroline Rowan: Disrupting Colonial Power through Literacy: A Story about Creating Inuttitut-Language Children’s Books – Laurie Kocher/Paul Cabaj/David Chapman/Nancy Chapman/Carmen Ryujin/Elizabeth Wooding: Families and Pedagogical Narration: Disrupting Traditional Understandings of Family Involvement.

«This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London)