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Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas
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Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas Tapa dura - 2005 - 1st Edición

de Glenda Mac Naughton

Información de la editorial

The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as:

  • becoming post-structurally reflective about truth
  • mapping classroom meanings
  • tactics of rhizoanalysis
  • becoming again in critically-knowing communities.

Case-studies and examples taken from real situations are used and will be of interest to anyone studying or researching early childhood practice and policy.

Detalles

  • Título Doing Foucault in Early Childhood Studies: Applying Post-Structural Ideas
  • Autor Glenda Mac Naughton
  • Encuadernación Tapa dura
  • Número de edición 1st
  • Edición 1
  • Páginas 256
  • Volúmenes 1
  • Idioma ENG
  • Editorial Routledge
  • Fecha de publicación 2005-05-12
  • Ilustrado Sí
  • Features Bibliography, Illustrated, Index
  • ISBN 9780415320993 / 0415320992
  • Peso 1 libras (0.45 kg)
  • Dimensiones 8.04 x 5.58 x 0.85 pulgadas (20.42 x 14.17 x 2.16 cm)
  • Temas
    • Interdisciplinary Studies: Critical Theory
  • Library of Congress subjects Early childhood education, Foucault, Michel
  • Número de catálogo de la Librería del Congreso de EEUU 2004022285
  • Dewey Decimal Code 372.21

Acerca del autor

Glenda Mac Naughton is Associate Professor in Early Childhood and Director of the Centre for Equity and Innovation in Early Childhood, Faculty of Education, the University of Melbourne.
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ISBN: 9780415320993
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Hardback | 256 pages
The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as:becoming post-structurally reflective about truthmapping classroom meaningstactics of rhizoanalysisbecoming again in critically-knowing communities.Case-studies and examples taken from real situations are used and will be of interest to anyone studying or researching early childhood practice and policy.
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