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Table of Contents
Intro; Series Editors' Preface; Preface; Acknowledgements; Contents; List of Contributors; List of Figures; List of Tables; Chapter 1 Globalization, Transformation, and Cultures: Theoretical Notes and Perspectives on Reconceptualization and International Comparison in Early Childhood Education and Care; 1.1 Introduction; 1.2 Globalization or "Glocalization"?; 1.3 Globalization in Educational Contexts; 1.4 Different Perspectives on Globalization and Transformation; 1.5 Cultures of Early Childhood Education and Care; 1.6 Conclusion; References
Chapter 2 The Contribution of Cultural Studies to Early Childhood Education Discourses and Research2.1 Introduction; 2.2 Culture as Forms of Human Representation; 2.3 Culture as Representation of Social Practices Between Systems of Symbolic Order and Subject's Self-Creation; 2.3.1 The Perspective of (Post-)structural and Semiotic Theories; 2.3.2 The Perspective of Interpretive-Social-Phenomenological Theories; 2.4 Culture as Exclusion of Otherness-Post-colonial Critique; 2.5 Culture as a Transformation of Discourse; References
Chapter 3 Dimensions of International Comparison in Early Childhood Education and Care: Theoretical Notes3.1 Basic Considerations; 3.2 Levels of Comparison; 3.3 Other Transnational Perspectives and Dimensions; 3.4 Comparative Research Focusing on Children; References; Chapter 4 (E)Utopia: The Local, the Global and the Imaginary in Early Childhood Education; 4.1 Introduction; 4.1.1 Eu-topia-Local Contexts and Grounded Practices; 4.1.2 U-topia-Decontextualised Practices in a Global Non-space; 4.1.2.1 Assessment; 4.1.2.2 Development; 4.1.2.3 Education; 4.1.3 Dys-topia?
4.1.4 Imagine! New Relationships Between the Global and the Local4.1.4.1 A Systemic Turn?; 4.1.4.2 A Sustainability Turn?; 4.1.4.3 New Conversations Between the Global South and North; References; Chapter 5 GERM and Its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas; 5.1 Introduction; 5.2 GERM and Its Impact on ECEC; 5.2.1 Human Capital Theory as the Foundation of GERM; 5.2.2 Features of GERM; 5.2.3 Flawed Thinking; 5.3 How Does ECEC Recover from GERM?; 5.4 (Un)Intended Consequences and Hidden Agendas; 5.4.1 Related to Children
5.4.2 Related to Teachers and the Profession5.4.3 Related to Society-And the Global Impact; 5.5 The Role of ECEC in Restoring Childhood (To What It Could and Should Be); References; Chapter 6 A Cultural-Historical Analysis of "Childhood" and "Early Childhood Education" in Contemporary Iran; 6.1 Introduction; 6.2 Methodological Considerations in Childhood Studies in Iran; 6.3 Biological Understanding of Childhood (1800-1925); 6.3.1 Early Childhood Education; 6.3.2 The Pedagogy of Maktab; 6.4 Toward an Independent and Social Concept of Childhood (1925-2000); 6.5 Era of Pediarchy (2000-Now).
Chapter 2 The Contribution of Cultural Studies to Early Childhood Education Discourses and Research2.1 Introduction; 2.2 Culture as Forms of Human Representation; 2.3 Culture as Representation of Social Practices Between Systems of Symbolic Order and Subject's Self-Creation; 2.3.1 The Perspective of (Post-)structural and Semiotic Theories; 2.3.2 The Perspective of Interpretive-Social-Phenomenological Theories; 2.4 Culture as Exclusion of Otherness-Post-colonial Critique; 2.5 Culture as a Transformation of Discourse; References
Chapter 3 Dimensions of International Comparison in Early Childhood Education and Care: Theoretical Notes3.1 Basic Considerations; 3.2 Levels of Comparison; 3.3 Other Transnational Perspectives and Dimensions; 3.4 Comparative Research Focusing on Children; References; Chapter 4 (E)Utopia: The Local, the Global and the Imaginary in Early Childhood Education; 4.1 Introduction; 4.1.1 Eu-topia-Local Contexts and Grounded Practices; 4.1.2 U-topia-Decontextualised Practices in a Global Non-space; 4.1.2.1 Assessment; 4.1.2.2 Development; 4.1.2.3 Education; 4.1.3 Dys-topia?
4.1.4 Imagine! New Relationships Between the Global and the Local4.1.4.1 A Systemic Turn?; 4.1.4.2 A Sustainability Turn?; 4.1.4.3 New Conversations Between the Global South and North; References; Chapter 5 GERM and Its Effects on ECEC: Analyzing Unintended Consequences and Hidden Agendas; 5.1 Introduction; 5.2 GERM and Its Impact on ECEC; 5.2.1 Human Capital Theory as the Foundation of GERM; 5.2.2 Features of GERM; 5.2.3 Flawed Thinking; 5.3 How Does ECEC Recover from GERM?; 5.4 (Un)Intended Consequences and Hidden Agendas; 5.4.1 Related to Children
5.4.2 Related to Teachers and the Profession5.4.3 Related to Society-And the Global Impact; 5.5 The Role of ECEC in Restoring Childhood (To What It Could and Should Be); References; Chapter 6 A Cultural-Historical Analysis of "Childhood" and "Early Childhood Education" in Contemporary Iran; 6.1 Introduction; 6.2 Methodological Considerations in Childhood Studies in Iran; 6.3 Biological Understanding of Childhood (1800-1925); 6.3.1 Early Childhood Education; 6.3.2 The Pedagogy of Maktab; 6.4 Toward an Independent and Social Concept of Childhood (1925-2000); 6.5 Era of Pediarchy (2000-Now).