Christine Woodrow – författare

"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.

Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.

Features include:

the contribution of practitioner research to curriculum and social change.  professional development and        strengthening learning communities how practitioners can be supported in documenting and articulating their work the relationships between the research community and field of practice through practitioner research projects contemporary problems and issues that frame the practices of early childhood educators case studies from Australia, South Africa, Sweden and Chile

A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.

Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.

Features include:

the contribution of practitioner research to curriculum and social change.  professional development and        strengthening learning communities how practitioners can be supported in documenting and articulating their work the relationships between the research community and field of practice through practitioner research projects contemporary problems and issues that frame the practices of early childhood educators case studies from Australia, South Africa, Sweden and Chile

A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.

Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.

Features include:

the contribution of practitioner research to curriculum and social change.  professional development and        strengthening learning communities how practitioners can be supported in documenting and articulating their work the relationships between the research community and field of practice through practitioner research projects contemporary problems and issues that frame the practices of early childhood educators case studies from Australia, South Africa, Sweden and Chile

A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

This volume is the first major production of the globalisation research strand of the Centre for Educational Research at Western Sydney University. This book makes a significant contribution to the theory of and research in globalisation and education, and tackles the topics of superdiversity and supercomplexity. The book’s thesis is that the effects of globalisation on education can only be understood if the specific yet complex conditions of globalisation in education are investigated. The book takes an international approach to understanding globalisation and does not restrict itself to just one methodological or theoretical plane of investigation.Education is one ofthese frontline domains in which the effects of superdiversity cannot bedismissed, minimized or denied. The continuously increasing complexity oflearning environments is raising critical issues at every level, fromdescription over analysis to theoretical generalization, and this book is afirst and fruitful attempt at charting these waters.  This pioneering book will remaina key text for many years to come.Jan BloomaertProfessor of Language,Culture and Globalization and Director of the Babylon CenterTilburg University,the Netherlands. This provocativecollection works from two premises:  thattoday there is superdiversity in our globalised world and related is asupercomplexity of theoretical and methodological approaches.  The collection proffers multifariouschallenges for educational theory, research and practice in working with,through and across these two premises. As such, SuperDimensions in Globalisation and Education is essential reading for all educational researchers, whatever theirinterests or location.Professor Bob LingardThe University ofQueensland, Australia. This is a highlyimaginative book that stops ‘flat earth’and convergence arguments dead intheir tracks. Its genius is to bringsuper-complexity and super-diversity into a conversation with each other andwith education, and in doing so shed light on the numerous and unexpectedways in which global processes are shaping education in revealing andcompelling ways.  Any scholar concerned with globalisation andeducation will find Super Dimensions in Globalisation and Education a’ musthave’ on their reading list.   Professor Susan RobertsonDirector of the Centrefor Globalisation, Education and Social FuturesUniversity of Bristol,UK.  This is an absorbingand compelling collection. It takes readers on a kaleidoscopic journey throughvarious intricate expressions of the nexus between globalisation andeducation.  And it offers multiple waysthat such expressions can be thought and rethought. In transcending conventional categorisations it invites educators to doso too.  Professor Jane Kenway, AustralianProfessorial Fellow – Australian Research Council,Education Faculty,Monash University, Australia.

This volume is the first major production of the globalisation research strand of the Centre for Educational Research at Western Sydney University. This book makes a significant contribution to the theory of and research in globalisation and education, and tackles the topics of superdiversity and supercomplexity. The book’s thesis is that the effects of globalisation on education can only be understood if the specific yet complex conditions of globalisation in education are investigated. The book takes an international approach to understanding globalisation and does not restrict itself to just one methodological or theoretical plane of investigation.Education is one ofthese frontline domains in which the effects of superdiversity cannot bedismissed, minimized or denied. The continuously increasing complexity oflearning environments is raising critical issues at every level, fromdescription over analysis to theoretical generalization, and this book is afirst and fruitful attempt at charting these waters. 

This pioneering book will remaina key text for many years to come.

Jan Bloomaert

Professor of Language,Culture and Globalization and Director of the Babylon Center

Tilburg University,the Netherlands.

 

This provocativecollection works from two premises:  thattoday there is superdiversity in our globalised world and related is asupercomplexity of theoretical and methodological approaches.  The collection proffers multifariouschallenges for educational theory, research and practice in working with,through and across these two premises.

As such, SuperDimensions in Globalisation and Education is essential reading for all educational researchers, whatever theirinterests or location.

Professor Bob Lingard

The University ofQueensland, Australia.

 

This is a highlyimaginative book that stops ‘flat earth’and convergence arguments dead intheir tracks. Its genius is to bringsuper-complexity and super-diversity into a conversation with each other andwith education, and in doing so shed light on the numerous and unexpectedways in which global processes are shaping education in revealing andcompelling ways.  

Any scholar concerned with globalisation andeducation will find Super Dimensions in Globalisation and Education a’ musthave’ on their reading list. 

 

Professor Susan Robertson

Director of the Centrefor Globalisation, Education and Social Futures

University of Bristol,UK.

 

This is an absorbingand compelling collection. It takes readers on a kaleidoscopic journey throughvarious intricate expressions of the nexus between globalisation andeducation.  And it offers multiple waysthat such expressions can be thought and rethought. In transcending conventional categorisations it invites educators to doso too.

 

Professor Jane Kenway,

AustralianProfessorial Fellow – Australian Research Council,

Education Faculty,Monash University, Australia.