Going beyond the theory/practice divide in early childhood education : introducing an intra-active pedagogy /
"Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the f...
| Main Author: | |
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| Format: | Book |
| Language: | English |
| Published: |
London ; New York :
Routledge,
2010
London ; New York : 2010 |
| Series: | Contesting early childhood
Contesting early childhood Contesting early childhood |
| Subjects: |
| Summary: | "Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Felix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy. 'Methodological' strategies for learning with children in preschools, and in teacher education, are brought to the fore"--BOOK JACKET "Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Felix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy. 'Methodological' strategies for learning with children in preschools, and in teacher education, are brought to the fore"--Jacket |
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| Physical Description: | xxii, 199 p. : ill. ; 23 cm xxii, 199 pages : illustrations ; 23 cm |
| Bibliography: | Includes bibliographical references and index |
| ISBN: | 0203872959 (ebook) 0203872959 0415464447 (hardback) 0415464447 (hc) 0415464447 0415464455 (pbk.) 0415464455 9780203872956 (ebook) 9780203872956 9780415464444 (hardback) 9780415464444 (hc) 9780415464444 9780415464451 (pbk.) 9780415464451 |