Louise Gwenneth Phillips – författare

Rethinking the concepts of citizenship and community in relation to young children, this groundbreaking text examines the ways in which indigenous understandings and practices applied in early childhood settings in Australia and New Zealand encourage young children to demonstrate their care and concern for others and so, in turn, perceive themselves as part of a larger community.

Young Children’s Community Building in Action acknowledges global variations in the meanings of early childhood education, of citizenship and community building, and challenges widespread invisibility and disregard of Indigenous communities. Through close observation and examination of early years settings in Australia and New Zealand, chapters demonstrate how practices guided by Aboriginal and Māori values support and nurture children’s personal and social development as individuals, and as citizens in a wider community. Exploring what young children’s citizenship learning and action looks like in practice, and how this may vary within and across communities, the book provides a powerful account of effective pedagogical approaches which have been long excluded from mainstream dialogues.

Written for researchers and students of early childhood education and care, this book provides insight into what citizenship can be for young children, and how Indigenous cultural values shape ways of knowing, being, doing and relating.

Rethinking the concepts of citizenship and community in relation to young children, this groundbreaking text examines the ways in which indigenous understandings and practices applied in early childhood settings in Australia and New Zealand encourage young children to demonstrate their care and concern for others and so, in turn, perceive themselves as part of a larger community.

Young Children’s Community Building in Action acknowledges global variations in the meanings of early childhood education, of citizenship and community building, and challenges widespread invisibility and disregard of Indigenous communities. Through close observation and examination of early years settings in Australia and New Zealand, chapters demonstrate how practices guided by Aboriginal and Māori values support and nurture children’s personal and social development as individuals, and as citizens in a wider community. Exploring what young children’s citizenship learning and action looks like in practice, and how this may vary within and across communities, the book provides a powerful account of effective pedagogical approaches which have been long excluded from mainstream dialogues.

Written for researchers and students of early childhood education and care, this book provides insight into what citizenship can be for young children, and how Indigenous cultural values shape ways of knowing, being, doing and relating.

This book stories social movements on the margins. Foregrounding historically silenced, dismissed and ignored Aboriginal, young, voiceless, and intersex Australian activists, the book theorizes how movement away from exclusionary praxis at the margins can offer renewed hope. Using diverse and creative forms of research underpinned by storying, social movement and critical race theoretical  knowledge with  a commitment to social justice, this book will be of interest and value to scholars of cultural studies,  Indigenous studies, education,  human geography, political sciences, and sociology.

This book on teaching through story is the first to highlight the rich storytelling cultures of Australia and Asia. It presents insights from practicing storytelling educators from Black and White Australia, China, India, Japan, Thailand, and Vietnam, who share their art of storytelling as pedagogy.

Designed for early childhood and primary teachers, teacher educators and student teachers across Australia and Asia, Storytelling Pedagogy in Australia & Asia provides inspiration to teach through storytelling to promote intercultural understanding, imagination, active citizenship and language and literacy learning. Each chapter includes told stories, and teaching and learning ideas to guide and encourage those who are new to the art of storytelling pedagogy and those wishing to expand their understanding of storytelling in Australia and Asia.