ABSTRACT
Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practices highlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.
TABLE OF CONTENTS
chapter 2|19 pages
Whose Reconceptualizing?
Reclaiming Spaces for Engaged Reconceptualizing in/of Early Childhood
chapter 3|18 pages
Rethinking Health, Safety, and Nutrition Through a Black Feminist Lens
An Early Childhood Teacher Educator’s Transformative Journey
chapter 4|18 pages
Engaging with Place
Foregrounding Aboriginal Perspectives in Early Childhood Education
chapter 6|20 pages
“We Were Marching for our Equal Rights”
Political Literacies in the Early Childhood Classroom
chapter 7|18 pages
Strangers to Ourselves
A Critical Reconceptualization of a Teacher’s Cultural Otherness
chapter 8|19 pages
Who Said we’re too Young to Talk about Race?
First Graders and Their Teacher Investigate Racial Justice Through Counter-stories
chapter 9|23 pages
Practicing Pedagogical Documentation
Teachers Making More-Than-Human Relationships and Sense of Place Visible
