“All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being.” (CHOICE, March 2009)
"Positioning political, feminist, and historical analysis of early childhood education within academia has been a hard fought campaign. It is now urgently necessary to reflect upon the implications of the mainstreaming of early childhood in policy and pedagogy. The readings in this monograph provide signposts towards new constructions of early childhood education with a fresh frame for advocacy."
–Helen May, University of Otago College of Education
"Opens the door to new ways of imagining philosophy, knowledge, and the new paradigms of theory and research in early childhood education, with different critical perspectives related to philosophies of knowledge and power. The contributors, leading researchers from a variety of countries, illustrate how different critical and post-structural philosophical ideas interrogate current policies and practices."
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–Marianne Bloch, University of Wisconsin-Madison