Cristina D. Vintimilla, V. Pacini-Ketchabaw, Nicole Land
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引用次数: 8
Abstract
Abstract In this paper we present a working manifesto that emerged from our projects with pedagogists – a new professional figure in the Canadian early childhood education context. Drawing on feminist scholars’ work, we offer this manifesto as a feminist call to actively think against the anti-intellectualism sustained by existing structures in early childhood education, and as a response to the urgent need to think about early childhood education in more complex, pedagogical, political and ethical ways.
期刊介绍：
The Journal of Curriculum and Pedagogy is dedicated to the study of curriculum theory, educational inquiry, and pedagogical praxis. This leading international journal brings together scholars from a variety of disciplines to explore and critically examine diverse perspective on educational phenomena, from schools and cultural institutions to sites and concerns beyond institutional boundaries. The journal publishes articles that explore historical, philosophical, gendered, queer, racial, ethnic, indigenous, postcolonial, linguistic, autobiographical, aesthetic, theological, and/or international curriculum concerns and issues. The Journal of Curriculum and Pedagogy aims to promote emergent scholarship that critiques and extends curriculum questions and education foundations that have relation to practice by embracing a plurality of critical, decolonizing education sciences that inform local struggles in universities, schools, classroom, and communities. This journal provides a platform for critical scholarship that will counter-narrate Eurocratic, whitened, instrumentalized, mainstream education. Submissions should be no more than 9,000 words (excluding references) and should be submitted in APA 6th edition format.
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