Childhoods in More Just Worlds , livre ebook

A DVANCE P RAISE FOR
Childhoods in More Just Worlds: An International Handbook
“This is a timely and important book. The contributions take up the critical task of inquiring into what it might look like to centre justice in the worlds and worldings of young children in current times of intensified and unevenly distributed precarity. Rather than working with an already-known and universalized meaning of justice, the book powerfully illustrates how confronting the impacts of neoliberal capitalism, colonialism and human exceptionalism on 21st Century childhoods can occur through situated, socio-culturally attuned accounts that attend closely to the places and spaces of childhood becomings.”
—Fikile Nxumalo, Ph.D., Assistant Professor,
Department of Curriculum, Teaching and Learning,
Ontario Institute for the Studies in Education,
University of Toronto
“This timely and evocative volume traces how historical, political, and developmental discourses continue to influence how we mobilize justice, equity, and care in the lives of young children across the globe. Through its analysis of research, policy, and practice, I was reminded that we (as adults) limit children’s capacity to act on their world(s), even in contemporary activist movements. In our effort to advocate for children’s rights, we potentially diminish their capacity to move along and with us as collaborators and contributors to a more just world. As authors argue, without new and expanded thinking on the most pressing social issues—(im)migration, emotional well-being, colonization, sustainability, neoliberal politics—we potentially reify the conditions that create inequitable systems and boundaries. That is, caring for children is not about protecting children or using them as props for our own political agendas, but deeply understanding their entanglement with adults, the material world, nonhuman creatures, and our global communities.”
—Haeny S. Yoon, Ph.D., Associate Professor,
Early Childhood Education,
Teachers College, Columbia University
CHILDHOODS IN MORE JUST WORLDS
Early Years & Youth Studies:
Gaile S. Cannella, Editor
The Early Years & Youth Studies series is a set of volumes designed to focus on the multiple life experiences, forms of representation, relations, changes, and issues facing those who are identified (usually by those who are older in years) as child or youth in the 21st Century. The content is cross-disciplinary, but unique in that each volume always folds back to direct applications for care and/or education. Further, while lived experience, cultural studies, and research in the social sciences have demonstrated that there is no universal childhood or human development, diversity and multiplicity remain to a large extent unrecognized. Authors are encouraged to consider one or more of the following: children and youth as diverse beings and becomings in the 21st Century (e.g., childhood and youth studies after 50 years of the critique of human development, hybrid and indigenous childhoods, youth as refugee and immigrant entanglements, transgendered childhoods); complexities of being young in the digital age (e.g., bullying, digital identities, use of media by those who are younger); critical pedagogies (e.g., of affect; of collective activism, social justice, environmental justice; with/of the more-than-human like forest pedagogies, youth and critical animal studies, educational practices that avoid human/nonhuman and curricular dualisms); and/or activist movements and public policy (e.g., youth activism, parent activism to counter neoliberal education, research methods and practices directly employed to impact childhood public policy).
Books in the Series
Nurture, Care, Respect, and Trust: Transformative Pedagogy Inspired by Janusz Korczak
Edited by Tatyana Tsyrlina-Spady and Peter C. Renn (2020)
Childhoods in More Just Worlds: An International Handbook
Edited by Timothy Kinard and Gaile S. Cannella (2021)
Introducing Critical Childhood Perspectives: Reconceptualist Thought, Diversity,
and Social Justice Expectations
Edited by Ashley Lauren Sullivan(Forthcoming)
Childhood, Justice, and Critical Inquiry
by Gaile S. Cannella (Forthcoming)
Critical Literacy Approaches to Children’s Literature in the Primary Grades
by Nadine Bryce (Forthcoming)
Authors interested in having their manuscripts considered for publication in Early Years & Youth Studies are encouraged to send a prospectus, sample chapter, and CV to the series editor, Gaile Cannella ( gaile.cannella@gmail.com ). For instructions and advice on preparing a prospectus, please refer to the Myers Education Press website at http://myersedpress.com/sites/stylus/MEP/Docs/Prospectus%20Guidelines%20MEP.pdf . Gaile S. Cannella (EdD, University of Georgia) is an independent scholar who has served as a tenured full professor at Texas A&M University–College Station and at Arizona State University–Tempe, as well as the Velma Schmidt Endowed Chair of Education at the University of North Texas.
Childhoods in More Just Worlds
An International Handbook
EDITED BY
Tim Kinard and Gaile S. Cannella
Copyright © 2021 | Myers Education Press, LLC
Published by Myers Education Press, LLC P.O. Box 424 Gorham, ME 04038
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Contents
Preface: Childhoods in More Just Worlds: An International Handbook Gaile S. Cannella and Tim Kinard
Bodies, Beings, and Relations in More Just Worlds
1. The Reduction of Children to “Bare Life”: The Case of Child Migration Michael O’Loughlin and Renata de Assis
2. “Forward to No Place at All”: Forceful Migration and Child Welfare Mlado Ivanovic
3. A Romani Analysis of English Preschool Education Mandy Pierlejewski and Gyula Vamosi
4. The Shadows and Silences of Colonialism: Resisting Eroding Realities for Māori Children Through Language Re-Vernacularisation in Antipodean New Zealand Mere Skerrett
5. Staying with the Troubles of Colonised Emotional Well-Being of Young Children in Aotearoa (New Zealand) Jenny Ritchie
6. Competing Discourses about Immigrant Children: Metaphors of the Right and Left Theodora Lightfoot
Care and Education: Performing Just Childhood Worlds
7. Refusing Policymakers’ Manufactured Crisis: Countering Conceptions of School Readiness Christopher P. Brown, David P. Barry, and Da Hei Ku
8. Politics of Childhoods: Paradoxical Moments of Be(com)ing I-Fang Lee
9. Sitting With the Agency Paradox to Stand for Childhood Liberation: The Case of Critical Mathematics Education José Martínez Hinestroza
10. “Your Children Are Having Too Much Fun”: Teaching Literacy With Radical Hope Luz A. Murillo
11. Justice Mapping: Making Theoretical Kin With/in Childhood Studies Tim Kinard
12. Becoming-with Water: Collaboration, Ethico-onto-epistemologies, Experimentations, and Creativity Mindy Blaise and Claire O’Callaghan
13. Entanglements of Neoliberalism, Childhoods and Environmental Justice Kylie Smith, Casey Myers, and Marek Tesar
Stir of Echoes: 20th-Century Childhoods in the 21st
14. Figurations of the Child in Swedish Early Childhood Education Therese Lindgren
15. Innocence and Parenting in Difficult Times Emily L. Murphy and Hannah Dyer
16. Playing With the Politics of Play Sue Grieshaber and Sally Barnes
17. Becoming Convivial With Child: Dismantling the Race/Child/Learning/Human Assemblage Maria Kromidas
About the Authors
Index
PREFACE
Childhoods in More Just Worlds: An International Handbook
Gaile S. Cannella and Tim Kinard
T HOSE WHO ARE younger continue to be objects of injustice and inequity, injustices that are played out in forms of human exceptionalism that construct specific groups of human beings as superior to others (with the so-called exceptional ones usually those who are White, male, adult, and beneficiaries of economic privilege and/or other forms of hierarchal power). Those who are younger, people of color, females, and human beings living in poverty have never been included in equitable performances of justice, care, respect, and fairness. Furthermore, nonhuman creatures and materialities have also been excluded and harmed by this human exceptionalism that privileges certain so-called humans (and not all). Actively remembering the intersections of all these worlds as we attempt to create broader forms of justice is necessary.
Because we are here concerned about younger human beings and are embedded in practices of support, care, and education, we must throughout our imaginings, intra-actions, and becoming(s)-with engage with ways to entangle childhood with movement toward increased justice fo