Michael A. Peters is Professor of Education at the University of Waikato, New Zealand, and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He is the executive editor of the journal, Educational Philosophy and Theory. Marek Tesar is a Senior Lecturer in Education at The University of Auckland, New Zealand, with a focus on philosophy of education and childhood studies. He is a member of the Editorial Board of Educational Philosophy and Theory.

• Citation Information Introduction 1. NEW: The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child 2. Child-Rearing: On Government Intervention and the Discourse of Experts 3. Out of Place: Economic Imperialisms in Early Childhood Education 4. The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? 5. Narrative Identity and Early Childhood Education 6. Global Crisis: Local Reality?: An International Analysis of ‘Crisis’ in the Early Years 7. Otherness ‘without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education 8. Meetings Across the Paradigmatic Divide 9. An Encounter with ‘Sayings’ of Curriculum: Levinas and the Formalisation of Infants’ Learning 10. My Feelings: Power, Politics and Childhood Subjectivities 11. In Early Childhood: What's Language about?

Michael A. Peters is Professor of Education at the University of Waikato, New Zealand, and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He is the executive editor of the journal, Educational Philosophy and Theory. Marek Tesar is a Senior Lecturer in Education at The University of Auckland, New Zealand, with a focus on philosophy of education and childhood studies. He is a member of the Editorial Board of Educational Philosophy and Theory.

• Citation Information Introduction 1. NEW: The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child 2. Child-Rearing: On Government Intervention and the Discourse of Experts 3. Out of Place: Economic Imperialisms in Early Childhood Education 4. The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? 5. Narrative Identity and Early Childhood Education 6. Global Crisis: Local Reality?: An International Analysis of ‘Crisis’ in the Early Years 7. Otherness ‘without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education 8. Meetings Across the Paradigmatic Divide 9. An Encounter with ‘Sayings’ of Curriculum: Levinas and the Formalisation of Infants’ Learning 10. My Feelings: Power, Politics and Childhood Subjectivities 11. In Early Childhood: What's Language about?

Michael A. Peters is Professor of Education at the University of Waikato, New Zealand, and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana–Champaign. He is the executive editor of the journal, Educational Philosophy and Theory. Marek Tesar is a Senior Lecturer in Education at The University of Auckland, New Zealand, with a focus on philosophy of education and childhood studies. He is a member of the Editorial Board of Educational Philosophy and Theory.

• Citation Information Introduction 1. NEW: The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child 2. Child-Rearing: On Government Intervention and the Discourse of Experts 3. Out of Place: Economic Imperialisms in Early Childhood Education 4. The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? 5. Narrative Identity and Early Childhood Education 6. Global Crisis: Local Reality?: An International Analysis of ‘Crisis’ in the Early Years 7. Otherness ‘without Ostracism or Levelling’: Towards Fresh Orientations to Teacher Foreigners in Early Childhood Education 8. Meetings Across the Paradigmatic Divide 9. An Encounter with ‘Sayings’ of Curriculum: Levinas and the Formalisation of Infants’ Learning 10. My Feelings: Power, Politics and Childhood Subjectivities 11. In Early Childhood: What's Language about?