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Beyond Quality in Early Childhood Education and Care : Languages of Evaluation.

Author: Gunilla Dahlberg; Peter Moss; Alan Pence
Publisher: New York : Routledge, Florence : Taylor & Francis Group [distributor] March 1999 ;
Edition/Format:   eBook : Document : English : 1st edView all editions and formats
Summary:
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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Genre/Form: Electronic books
Additional Physical Format: Print version
Dahlberg, Gunilla
Beyond Quality in Early Childhood Education and Care : Languages of Evaluation
: Taylor and Francis,c1999
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Gunilla Dahlberg; Peter Moss; Alan Pence
ISBN: 9780203980583 0203980581
OCLC Number: 1058463082
Description: 1 online resource (211 pages)
Contents: Book Cover --
Half-Title --
Title --
Copyright --
Contents --
Acknowledgments --
Chapter 1 What this Book is About --
The Language of Early Childhood --
The Age of 'Quality'… --
…and the Problem with Quality --
Asking Critical Questions --
The Times in which We Live --
Why 'Early Childhood Institutions'? --
Meadow Lake, Reggio and Stockholm: Working the Tension between Theory and Practice --
Minorities and Majorities --
What Can We Do? --
Notes --
Chapter 2 Theoretical Perspectives: Modernity and Postmodernity, Power and Ethics --
The Project of Modernity --
The Project of Postmodernity --
Linear Progress, Legitimation and Representation --
Both Modernity and Postmodernity --
Foucault, Discipline and Power --
The Powerful Role of Developmental Psychology --
An Ethics of an Encounter --
Notes --
Chapter 3 Constructing Early Childhood: What Do We Think It Is? --
Introduction --
The Child as Knowledge, Identity and Culture Reproducer --
The Child as an Innocent, in the Golden Age of Life --
The Young Child as Nature… or as the Scientific Child of Biological Stages --
The Child as Labour Market Supply Factor --
The Child as a Co-constructer of Knowledge, Identity and Culture --
Childhood and Pedagogy in Conditions of Modernity --
Childhood and Pedagogy in Postmodern Conditions --
Note --
Chapter 4 Constructing the Early Childhood Institution: What Do We Think They Are For? --
Introduction --
Dominant Constructions of the Early Childhood Institution --
Producer and Business --
The Early Childhood Institution, the Nation State and Capitalism --
The Construction of the Early Childhood Institution as a Forum in Civil Society --
Civil Society --
Forums in Civil Society --
The Early Childhood Institution as a Forum in Civil Society --
The Projects of the Early Childhood Institution --
Forums, not Substitute Homes. What Place for the Future and for Interventions? --
Chapter 5 Beyond the Discourse of Quality to the Discourse of Meaning Making --
Introduction --
The Discourse of Quality --
Enlightenment Thinking and Trust in Numbers --
The Emergence of the Discourse of Quality --
Gaining Control and Coping with Uncertainty --
Constructing the Concept of Quality --
Quality, Customer Satisfaction and Public Services --
The Discourse of Quality in Early Childhood --
Developmental Psychology and the Discourse of Quality --
Developmental Psychology and Quality in Crisis --
Beyond Quality to Meaning Making --
The Discourse of Meaning Making --
Evaluation and the Discourse of Meaning Making --
Questioning the Discourse of Meaning Making --
Conditions and Frameworks --
The Great Bugbear of Relativism --
Notes --
Chapter 6 The Stockholm Project: Constructing a Pedagogy that Speaks in the Voice of the Child, the Pedagogue and the Parent --
The Inspiration of Reggio --
The Swedish Connection --
The Stockholm Project: Early Childhood Pedagogy in a Changing World --
Starting Up --
The Design and Organization of the Project --
A Changing Horizon of Expectations-A New Space, a New Becoming and a New Hope? --
Networking --
The Researcher and the Project Leaders as Co-constructors --
Some Provisional Understandings --
Notes --
Chapter 7 Pedagogical Documentation: A Practice for Reflection and Democracy --
Pedagogical Documentation as a Practice to Encourage a Reflective and Democratic Pedagogical Practice --
Pedagogical Documentation is not Child Observation --
What is Pedagogical Documentation? --
Pedagogical Documentation as a Learning Process --
Pedagogical Documentation as Challenging the Dominant Discourses --
The Process of Documentation Can Never Be Neutral --
Pedagogical Documentation as a Dangerous Enterprise --
An Ethics of an Encounter --
Opening Up a Forum. Chapter 8 Minority Directions in the Majority World: Threats and Possibilities --
Introduction --
Many Worlds --
Meadow Lake and the University: 'What of us is in here?' --
The Potential of Not-Knowing --
A Space for Learning --
Starting with Principles --
Including Community --
Forums, Plazas, Arenas and Big Houses --
All Learners, All Teachers --
Ivory Towers and Fairy Tales --
Learning Evolving --
Elders' Words --
Evaluation as Practical Wisdom --
Ripples and Further Extensions --
Worlds Beyond --
Note --
References --
Index.

Abstract:

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

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