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|a LB1139.2-.5
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|a Sadownik, Alicja R.
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|a (Re)theorising More-Than-parental Involvement in Early Childhood Education and Care.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2023.
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|c ©2023.
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|a 1 online resource (216 pages)
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|a text
|b txt
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|a online resource
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|a International Perspectives on Early Childhood Education and Development Series ;
|v v.40
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|a Intro -- Preface: Engaging with Re-theorisation from an Ethically Entangled Standpoint -- The Child's Right to Education, and the Child's Life with the Family -- Sustainability: Re-imagining Living Together -- Superdiversity -- Agonism -- Tender Leadership -- References -- Contents -- About the Editors -- List of Figures -- List of Tables -- Chapter 1: Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed -- Parental Involvement: A Troubled Term with a Colonial Vibe -- The Western History of Parental Involvement -- Why and How to Not Give Up on Parental Involvement? -- ECEC Policies Acknowledging Parental Involvement -- Parental Involvement - Some Practices of Hope -- More-than-Parental Involvement in a Redefined Education -- Our Understanding of Parental Involvement -- Tracing Theorisations of Hope - Overview of the Book Chapters -- Research Ethics Connected to Empirical Examples Used in the Book -- References -- Chapter 2: Mapping the Theoretical Landscape of More-Than-Parental Involvement -- Navigating the Theoretical Landscape -- Methodology -- Parents' Involvement Conceptualised (Around the World?) -- Year 2000 -- 2001-2010 -- Theories of Relationships and Literacies -- Combining Models and Theories -- Gender Perspective -- Quality Theories -- 2021-2022 -- Cultural-Historical Perspective -- Bronfenbrenner's Ecological Systems -- Unmasking Power Relations -- Collaboration and Social Capital -- Epstein -- Synthetising Perspectives -- Literacies in/of/by Parental Involvement -- Back to Froebel -- Narratives and Discourse -- Biesta: The Other Community -- Discussion: Aims Facilitated by Theoretical Toolkits -- Conclusion: Selecting Theories for the Next Chapters of the Book -- References -- Chapter 3: Cultural-Historical Wholeness Approach: Critical Activity Settings of More-Than-Parental Involvement.
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|a Understanding the Theory as a Theory of Child Development -- Cultural-Historical Wholeness Approach as a Theory of Parental Involvement: The Activity Setting -- The Worse - The Better: The Crisis of a "Misbehaving" Parent -- Conclusion -- References -- Chapter 4: Bronfenbrenner: Ecology of Human Development in Ecology of Collaboration -- Short Context of the Theory -- Ecology of Nested Structures as a Theory of Human Development -- Ecology of Child Development as a Theory of Collaboration: A Focus on Linkages -- Discussing Applications of Bronfenbrenner's Theory - A Scoping Literature Review -- Applying Bronfenbrenner's Theory of Child Development -- Applying Ecological Systems as a Theory of Collaboration -- Ecological Systems Theory in the Field of Early Childhood Education -- Conclusion -- Overview over Articles Included in Scoping Literature Review -- References -- Chapter 5: Together, We Can Do More for Our Children -- Different Understandings of Social Capital -- Social Capital as Inherent in Relations -- (Parents) Bridging and Bonding: Putnam's Perspective -- Social Capital as a Resource or Ability of the Network -- Social Capital as Investment -- Social Capital in/of/Through Parental Involvement -- Parent-Teacher Partnerships as Social Capital -- Parental Involvement: Strengthening the Family's Social Capital -- Social Capital or Disturbing Interference? -- Democracy Deficit -- Social Capital Enabled by Recognising Family Culture as a Resource -- Empirical Case -- Conclusion -- References -- Chapter 6: Models of Family-School Partnership: Who Is in Power When We Care for the Children We Share? -- Introduction -- Conceptual Framework of Home-School Interactions -- Six Types of Parental Involvement -- Hornby's Model of Parental Participation.
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|a How Do We Involve Parents and How Do They Participate in Making Decisions About ECE Settings? Cases from Brazil, Croatia, France, and Spain -- Brazil -- Croatia -- France -- Spain -- Conclusions -- References -- Chapter 7: Collaboration Theory: ECEC Leading Families to Lead Their Own Partnerships with ECEC -- What Is a Partnership Between ECEC and the Family? -- Collaboration Theories -- ECEC and Families as a Collaborative Team -- Collaboration Challenges -- Pedagogical Leadership as Facilitating and Saving Partnerships -- Possible Partnerships to Lead -- Challenges to the Pedagogical Leadership of Collaborative Partnerships -- Trust -- Challenges to Trust -- Collaboration with the Preschool -- Respecting Family Cultures -- Parental Strengths -- Responsibility of Educational Institutions -- Conclusion -- References -- Chapter 8: Parental Involvement (Mis)recognised by Bourdieu's Conceptual Toolkit: Illusio, Doxa, Habitus, and Capitals -- Concepts Capturing Objectivity and Subjectivity -- The Field and Its Illusio -- Capital -- Habitus and Doxa -- Parental Involvement in Bourdieu's Terms -- Private ECEC Setting Manoeuvring Between Parental Habituses -- Conclusion -- References -- Chapter 9: Theory of Practice Architectures: Parental Involvement Through Sayings, Doings, and Relatings -- Living in Practices as a Theory: Sayings - Doings - Relatings -- Changing Practices as Changing Practice Traditions -- Ecologies of Practice -- Parental Involvement: Sayings Anchored in Cultural-Discursive Arrangements -- Parental Involvement: Doings Anchored in Material-Economic Arrangements and Relatings -- Summary -- References -- Chapter 10: Theories of Discourse (on Quality) and Narrative Inquiry -- Discourse Theory -- Narrative Inquiry: A Theory and Method Preventing a One-Story Monopoly -- Response-Able Sharing of Stories -- Quality as Meaning-Making.
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|a "When We Wanted to Talk, They Kept Quiet. When We Organised a Dinner Party, They Sang and Danced" -- References -- Chapter 11: Posthumanism: Intra-active Entanglements of Parental Involvement (as a Possibility of Change-Making) -- Posthumanism Entangling Early Childhood Education -- Posthumanism as an Ethical Project -- What About Parental Involvement? -- Posthumanism as a Change-Empowering Toolkit: Empirical Notes -- Co-creating an Entanglement for a Parental Meeting -- Conclusion -- References -- Chapter 12: (Re)theorisation of More-Than-Parental Involvement: New Directions and Hopes -- Embracing More-Than-Parents -- Diverse Family Configurations -- Intergenerationality -- The Agency of the Materiality, Artefacts, and More-Than-Human Agents Involved in PI -- Acknowledging the Families' Part -- Overcoming (or acknowledging?) the Democratic Deficit -- From Collaboration to Partnership -- Conclusion -- References -- Correction to: (Re)theorising More-than-parental Involvement in Early Childhood Education and Care -- Correction to: A. R. Sadownik, A. Višnjić Jevtić (eds.), (Re)theorising More-than-parental Involvement in Early Childhood Education and Care, International Perspectives on Early Childhood Education and Development 40, https://doi.org/10.1.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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| 700 |
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|a Visnjić Jevtić, Adrijana.
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|i Print version:
|a Sadownik, Alicja R.
|t (Re)theorising More-Than-parental Involvement in Early Childhood Education and Care
|d Cham : Springer International Publishing AG,c2023
|z 9783031387616
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| 797 |
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|a ProQuest (Firm)
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| 830 |
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|a International Perspectives on Early Childhood Education and Development Series
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=30720805
|z Click to View
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