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Description
This edited volume investigates the effects of shifting configurations and conceptualizations of the experience and meaning of home as it is embodied in early childhood care and education (ECCE). As the globalized early learning agenda drives more children to attend ECCE institutions, these institutions increasingly employ the concept of home through their curriculum and daily operations by attempting to foster a homelike environment or by incorporating items from children's homes into play. Chapters seek to recognize the complexity of a concept that is often taken for granted by exploring ways of being and thinking that share an interest in the notion of home. Authors offer multiple lenses and approaches to make sense of home as a conceptual space that operates in complex and often interrelated ways, including as an intellectual space, a built environment, a disciplinary technology, and a threshold.
Table of Contents
Welcome to Home: An Introduction.- The Deconstruction of the Language of Home.- Whose Home? Problematizing the Nature of “Homelike” in Early Childhood Education.- Home or Homelessness: A Diffractive Re-articulation of Teacher Otherness.- Criminalization of the Right to Home for Palestinian Children.- Home Is There: Borderlands, Belonging, and the Stories We Tell.- Theorizing Architectures of Home.- The Things of Home: Histories, People, Stories, Belonging.- Heart(h)less: Negative Visibility and Positive Invisibility: An Irish Travellers’ Tale.- Vagabonds Efficaces—Effectively Changing the World from a Non-space.- Conclusion: Reconceptualizing Early Childhood Care and Education and Home with Love.
