World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels

by Fleer; Marilyn

• ISBN13: 9780415994118
• ISBN10: 041599411X
• Edition: 1st
• Format: Hardcover
• Copyright: 2008-12-22
• Publisher: Routledge

Summary

TheWorld Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levelsexamines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized. The World Yearbook of Education 2009volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research. The World Yearbook of Education 2009volume is organized into 3 sections: Section 1: Examines the global construction of childhood development and learning Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections. TheWorld Yearbook of Education 2009volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

Table of Contents

List of Figures	p. x
List of Tables	p. xi
List of Contributors	p. xii
Series Editors' Introduction	p. xvii
Constructing Childhood: Global-Local Policies and Practices	p. 1
The Constructions of Childhood Development and Learning	p. 21
Cultures in Early Childhood Care and Education	p. 23
Cultural Practices, Social Values and Childhood Education: The Impact Of Globalization	p. 46
Childhood in Turkey: Social Class and Gender Differences In Schooling, Labor, and Play	p. 67
A Cultural-Historical Reading of "Children as Researchers"	p. 86
The Power of Motives: The Dialectic Relations Between Neurobiological Constraints and Activity in Child Development	p. 108
Global-Local Childhood Studies	p. 123
Vygotsky and the Conceptual Revolution in Developmental Sciences: Towards a Unified (Non-Additive) Account of Human Development	p. 125
A Cultural-Ecological Perspective on Early Childhood Among The Luo of Kisumu, Kenya	p. 142
An Environmental Affordance Perspective on The Study of Development-Artefacts, Social Others, and Self	p. 161
Radical-Local Teaching and Learning: A Cultural-Historical Perspective on Education and Children's Development	p. 182
Cultural-Historical Psychology in the Practice of Education	p. 202
Developmental Education: Improving Participation in Cultural Practices	p. 213
Global Politics Shaping Local Childhoods	p. 231
Motivation and Behaviour in Russian Schools: The Impact of Globalisation Upon the Soviet Educational Legacy	p. 233
Family Practices and How Children are Positioned as Active Agents	p. 254
Conceptions of Early Childhood Care and Education in Brazil	p. 279
A Cultural-Historical Analysis of Play as an Activity Setting in Early Childhood Education: Views from Research and from Teachers	p. 292
Index	p. 313
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