Bloomsbury Handbook of Critical Perspectives in Early Childhood

Sara Michael Luna is Associate Professor at the University of Central Florida, USA. Brian L. Wright is Associate Professor and Program Coordinator of Early Childhood Education in the College of Education at the University of Memphis, USA. Marek Tesar is Head of the School of Learning Development and Professional Practice and Associate Dean International in the Faculty of Education and Social Work at the University of Auckland, New Zealand.

“With an emphasis on critical and humanizing perspectives on childhoods and early childhood education, this handbook brings together a unique collection of thoughtful and relevant contributions that continue to challenge dominant theories and assumptions and offer insightful perspectives and possibilities.”

• Section 1: Critical Theories and Methodologies to Humanize and (Re)Imagine Childhood/Brian L. Wright1. Childism and the Very Young by Tanu Biswas, Associate Professor of Pedagogy, University of Stavanger & John Wall, Professor of Philosophy, Religion, and Childhood Studies, Rutgers University Camden2. Feminist Materialist and Agential Realist Approaches in (Environmental) Education by Nikki Fairchild, University of Portsmouth, Hannah Hogarth, University of Bath, & Charlotte Hankin, University of Bath3. Tamaiti o le Moana - Children of Moana: Pacific childhoods through relational ecologies by Dr Jacoba Matapo, Faculty of Culture and Society Auckland University of Technology & Dr Jeanne Teisina, Faculty of Culture and Society Auckland University of Technology4. The Dynamic of Interaction: Racial justice work in early childhood education and the creation of a duoethnographic Third Space by Lucinda G. Heimer, University of Wisconsin - Whitewater, Thelma Nayquonabe, Ph.D. Lac Courte Oreilles Ojibwe Tribal Member, Dianne Sullivan, M.S. Lac Courte Oreilles Ojibwe Tribal Member, Bizhiiki Wellness Center, & Vivian Randolph Muhammad, Founder & Co-Owner, The Elephant Garden, Organically sustaining urban spaces 5. Teaching Across Difference in Politically Divisive Times: Six Lessons from Psychoanalysis for Teacher Education by Gail Boldt, Pennsylvania State University & Joseph Tobin, University of Georgia6. Elevating Racism and Cultural Wealth in the Science of Early Childhood Education: Addressing Anti-Blackness in Research by Iheoma U. Iruka, Ph.D., University of North Carolina at Chapel Hill, Tonia R. Durden, Ph.D., Georgia State University, Amber M. Neal-Stanley, Purdue University, & Alexandria Forte, University of North Carolina at Chapel Hill, 7. Expanding Trauma-Informed Practices with Young Children: Towards Emotionally Responsive Teaching by Travis Wright, University of Wisconsin-Madison & Eric Crawford, University of Wisconsin-Madison8. Heterotopias as Culturally Sustaining Spaces in Arts-Based Elementary Education by Leslie Rech Penn, University of Georgia & Shin Ae Han, University of Hawaii at Manoa9. Talent Development in Every Classroom: Pedagogy for Potential by Nancy B. Hertzog, Learning Sciences and Human Development, University of Washington & Rachel L. Milah, Learning Sciences and Human Development, University of Washington 10. Confronting the Anti-Black Misandric Restrictions of Black Boyhood Play in Early Childhood Classrooms by Nathaniel Bryan, Department of Curriculum and Instruction, University of Texas at Austin & Michelle DeJohnette, Department of Early Childhood Studies, California State Polytechnic University, PomonaSection II: Identities, Perspectives, Voices, and Agency of Children and Their Caregivers11. Racial Identity Formation and the Role of the Early Childhood Educator by Toni Sturdivant, Mid-America Regional Council12. Religion and spirituality: Integral and intersecting dimensions of identity within children, families, and communities by Mona M. Abo-Zena, University of Massachusetts - Boston &Lindsay Beatty, University of Massachusetts – Boston13. Understanding the Politics of Identity and Its Implications by Angel Chan, The University of Auckland & Criss Jones Díaz, Western Sydney University 14. Childhoods in Indonesia: Reconceptualising Dominant Discourses of School Readiness by Vina Adriany, Universitas Pendidikan Indonesia, Hani Yulindrasari, Universitas Pendidikan Indonesia, Euis Kurniati, Universitas Pendidikan Indonesia, & Marek Tesar, The University of Auckland15. What Does it Mean for Young Children to Matter in Schools? by Anna Falkner, The University of Memphis & Natacha Ndabahagamye Jones, The University of North Texas16. From the Congress to the Classroom: Toward Critical Early Childhood Language Policy Studies by Allison Sterling Henward, Pennsylvania State University & Kiyomi Umezawa, University of Hawai'i at Manoa17. (Re)Imagining the School Experiences of Black Boys to Nurture, Cultivate, and Protect Their Identities, Agency, and Voice by Brian L. Wright, University of Memphis18. (Re)Imagining Black Boyhood: Toward a Critical Framework for Educational Research by Michael J. Dumas, University of California, Berkeley & Joseph Derrick Nelson, Swarthmore College19. From Marginalisation to Emancipation: Possibilities of Citizenship for Young Children and Families by Peng Xu, School of Education Science, Nanjing Normal University, Nanjing, China Jenny Ritchie, Te Puna Akopai - School of Education, & Te Herenga Waka Victoria University of Wellington, Wellington, Aotearoa New Zealand20. Conversations on the Future of Gender and Sexuality: Staying Open to Hope by Harper Keenan, University of British Columbia, Esther O. Ohito, Rutgers University - New Brunswick, & Jonathan Silin, University of TorontoSection III: Social Contexts of Children Living, Learning, and DevelopingSara Michael-Luna, University of Central Florida21. Developmentally Appropriate Practice Revised: The Impact on the Social Context of Early Education and Care by Brian L. Wright, University of Memphis, Sara Michael Luna, University of Central Florida & Vivian L. Gadsden, University of Pennsylvania22. Demarginalizing Young Children Through Disability Critical Race Theory(DisCrit) in Early Childhood Research by Maggie R. Beneke, College of Education,University of Washington & April Coloma Boyce, College of Education, University of Washington,23. Using Children’s Picture Books and Children’s Songs with Trans* Characters to Promote Inclusivity and Resistance by Ashley Sullivan, Penn State Behrend & Mara Sapon-Shevin, Syracuse University24. Literacy and Learning at Home, Before and During Covid: Bella’s Story by Daris McInnis, West Chester University of Pennsylvania & Vivian L. Gadsden, University of Pennsylvania25. An Equity Ethos for Early Childhood Development by Felicity A. Crawford, Boston University & Theodore A. Bremner, Howard University26. Latine immigrant parents' conceptualization of their children as learners in early schooling in the U.S. by Kiyomi Sánchez-Suzuki Colegrove, Texas State University & Christian Zuñiga, University of Texas Rio Grande Valley27. Rethinking Preschool Assessment Practicesby Lacey Peters, Hunter College, City University of New York28. School Suspensions for Black Children in Early Childhood Education: A Landscape Analysis of California Public Education by Idara Essien, San Diego State University, J. Luke Wood, Sacramento State University & Alexandria Rivas-Blackwell, San Diego State University29. Culturally Inclusive Family-School Connections in a Global Society by Christine M. McWayne, Tufts University & Nan Xiao, Tufts University30. Disrupting the Regimes of Truth: Advocacy and Activism as Mechanisms of Resistance in Early Childhood Policy and Curriculum by Sara Michael-Luna, University of Central Florida & Daniel J. Castner, Indiana University – BloomingtonReferences Index