Practical Transformations and Transformational Practices

Series Editor's Introduction. Part I: Early Childhood Education, Globalization, and Postmodernity. Transforming Ideas and Practices. (S. Ryan, S. Grieshaber). Voices at the Table: An Analysis of Collaboration in the Policy Process of a Local Preschool Initiative. (L. Heimer). Part II: Diversity and Difference in Early Childhood Classrooms. (De) Centering the Kindergarten Prototype in the Child-Centered Classroom. (E. Graue). Teaching Notes. (F. McArdle). The Amorphous Pretend Play Curriculum: Theorizing Embodied Synthetic Multicultural Props. (R. Johnson). Implementing Te What;riki as Postmodernist Practice: A Perspective from Aotearoa/New Zealand. (J. Ritchie). Part III: Teacher Education and Professional Development. Postcolonial Theory and the Practice of Teacher Education. (R. Viruru). Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course. (C. Genishi, Shin-ying Huang, T. Glupzynski). Putting Postmodern Theories into Practice in Early Childhood Teacher Education. (J. Sumsion). Challenging the Culture of Expertise: Moving Beyond Training the Always, Already Failing Early Childhood Educator. (S. Novinger, L. O'Brien, L. Sweigman). Improvisation: Postmodern Play for Early Childhood Teachers. (C. Lobman). Index.

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