Alicja R. Sadownik – författare

I Barnkultur som klassfråga samlas texter från barnkultursymposiet 2025.

This book provides different perspectives on the concept of children’s rights, including policy, educational, and children’s perspectives. Even though the concept of children’s rights is omnipresent, the respect for children’s rights must be discussed.

This book provides different perspectives on the concept of children’s rights, including policy, educational, and children’s perspectives. Even though the concept of children’s rights is omnipresent, the respect for children’s rights must be discussed.

This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.

This open access book provides a critical, thought-provoking, and stimulating overview of theories applied worldwide to conceptualise collaborations between early childhood education and children's families. The book starts with a critical reflection on the colonial undertones of parental involvement (PI) and acknowledges a strong political will to improve this aspect of early childhood education and care. The chapters in the book describe and discuss various theories, including the cultural historical wholeness approach, Bronfenbrenner's ecology of human development, the theory of social capital, the theory of collaboration, family-school partnership models proposed by Epstein and Hornby, Bourdieu's social theory, the theory of practice architectures, the discourse/narrative theory, and posthumanism. By proposing the concept of more-than-parents, the authors aim to embrace both the diversity of intergenerational family configurations and the agency of materiality, artifacts, and the involvement of more-than-human actors.

This open access book addresses methodological issues related to researching young children’s learning and development, teacher education, and professional development. It pays special attention to research conducted in digital contexts in response to the new societal demands of a global pandemic and crisis. It illustrates and discusses new methods and tools, new study designs, new analysis techniques, and new procedures developed in a time of crisis in two different parts of the world, Australia and Norway. The book suggests that, during the global pandemic, a theoretical crisis in researching children’s development in different contexts has emerged, which has not only created the need for new methods and methodologies, but has opened the space for the development of theory itself. Following a cultural-historical perspective, this book theorises these new approaches to create new theoretical concepts and new ways of researching, better understanding, and efficiently supporting childhoods in a continually changing world.This book is a great resource for researchers and students in the fields of early childhood education and educational psychology.