Resistance and Representation

Contents: Janice A. Jipson: Resistance and Representation: Rethinking Childhood Education - Gaile S. Cannella: Natural Born Curriculum: Popular Culture and the Representation of Childhood - Christine Woodrow/ Marie Brennan: Interrupting Dominant Images: Critical and Ethical Issues - Mark D. Bailey/Nancy Meltzoff: Resisting Institutionalized Ageism - Glenda Mac Naughton: Good Teacher or Feminist Teacher?: Investigating the Ethics of Early Childhood Curriculum - Katharina Heyning: The Early Childhood Teacher as Professional: An Archaeology of University Reform - Lisa Goldstein: Resisting the Norms of Elementary Education: One Primary Teacher's Stories - Kerri-Ann Hewett: Eh, No Act!: The Power of Being on the Margin - Shirley A. Kessler: Critical Perspectives on Social Studies in Early Childhood Education - Julie Lokelani Kaomea: Pointed Noses and Yellow Hair: Deconstructing Children's Writing on Race and Ethnicity in Hawai'i - Nicholas Paley: What Does a Child Deserve in a Book? Harlan Quist and the Politics of Childhood Knowledge - Mary Jane Fox: If You Think You're Naked, You Are! - Larry Prochner: «The Proof of the Home Is the Nursery»: An American Proverb Revisited - Susan Grieshaber: Beating Mom: How to Win the Power Game - Deborah Ceglowski: Who's Making These Policies Anyway?: How Head Start Staff Interpret Official Policies - Marianne N. Bloch: Restructuring Governing in Eastern Europe: Constructing New Needs for Families, Children, and Childcare - Richard T. Johnson/Maria Gaiyabu: Resisting Normative Representation in the Pacific Islands: Domestic Enemies Meet over Coffee - Chelsea Bailey: To Speak: Problematizing of the Use of Personal Stories in Early Childhood Research - Richard T. Johnson: Reconceptualization as Interruption, Interrogative Punctuation, and Opening.

The Editors: Janice A. Jipson is Professor of Education at National-Louis University. Her recent publications include Repositioning Feminism and Education; Perspectives on Education for Social Change (1995); Daredevil Research: Recreating Analytic Practice (Peter Lang, 1996); Intersections: Feminisms and Early Childhoods (Peter Lang, 1997); and Questions of You and the Struggle of Collaborative Life (Peter Lang, 2000). Her interests include early childhood curriculum and research issues related to intersubjectivity and representation.
Richard T. Johnson is Associate Professor of Education at the University of Hawaii. His most recent work critiques «no touch» policies in early education in his book, Hands Off!: The Disappearance of Touch in the Care of Young Children (Peter Lang, 1999). Johnson's interests are focused on critiquing the normative practices in the field of early childhood.

"The contributions in Jipson and Johnson's edited collection reflect the belief that the world can be shaped by human action and that a commitment to social change can enhance the lives of children. This volume constitutes a unique contribution to the field of early childhood education as it examines issues of resistance and representation. Not only do the authors challenge the hegemony of the psychologically driven models in the field, but they also question the construction of childhood from the western cultural experience that inscribes power and privilege. This book explores how a 'more authentic and culturally responsive early childhood practice can be created' (Jipson) while continuing to build upon the work of the early childhood reconceptualists. The authors propose promising feminist, critical, multicultural, postmodern, and postcolonial perspectives; question dominant representations of childhood; explore the constructions of teacher identity; and challenge the assumptions of early childhood research and scholarship." (Lourdes Diaz Soto, Pennsylvania State University)
"This provocative, multivocal edited volume brings together a rich and compelling set of essays, research reports, and theoretical analyses that continue to interrogate and deconstruct persistent assumptions and discourses within the early childhood education field. Reflecting a decade of reconceptualist scholarship and debate, this book foregrounds critical, cross-cultural, neocolonial, postmodern, and feminist framings of early childhood curriculum and research. With chapters written by scholars from Australia, Canada, and the United States, the reader is engaged with border crossings, culturally framed narratives, and encounters with the often contradictory prevailing sensibilities and theoretical hegemonies of early childhood discourse. I recommend this book to anyone who is open to decolonizing research, problematizing empirical and theoretical masterscripts, and yearnings for spaces of