Accesso libero

Weighed down by development: Reflections on early childhood care and education in East Africa

Journal of Pedagogy's Cover Image
Journal of Pedagogy
Issue Title: Themed Issue: Resisting Normal Science in Educational Research
INFORMAZIONI SU QUESTO ARTICOLO

Cita

Bloch, M., & Swadener, B. (2009). “Education for all?” Social inclusions and exclusions - introduction and critical reflections. International Critical Childhood Policy Studies, 2(1). 1-14.Search in Google Scholar

Chew, S. C., & Denemark, R. A. (1996). The underdevelopment of development. Thousand Oaks, CA: Sage.Search in Google Scholar

Dachyshyn, D. M. (2015). Being mindful, heartful, and ecological in early years care and education. Contemporary Issues in Early Childhood, 16(1), 32-41.10.1177/1463949114566756Search in Google Scholar

Escobar, A. (1992a). Imagining a post-development era? Critical thought, development and social movements. Social Text, 31/32, 20-56.10.2307/466217Search in Google Scholar

Escobar, A. (1992b). Reflections on ‘development’: Grassroots approaches and alternative politics in the third world. Futures, 24(5), 411-436.10.1016/0016-3287(92)90014-7Search in Google Scholar

Escobar, A. (1995). Encountering development: The making and unmaking of the third world. Princeton, NJ: Princeton University Press.Search in Google Scholar

Fanon, F. (1961). The wretched of the earth. New York, NY: Grove Press.Search in Google Scholar

Freire, P. (1998). Pedagogy of the heart. New York: Continuum.Search in Google Scholar

Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm Publishers.Search in Google Scholar

Freire, P. (2007). Daring to dream” Toward a pedagogy of the unfinished. Boulder, CO: Paradigm.Search in Google Scholar

Freire, P. (2009). Pedagogy of the oppressed. New York: NY: Continuum.Search in Google Scholar

Freire, P. (2014a). Pedagogy of commitment. Bolder, Co: Paradigm Publishers.10.4324/9781315632919Search in Google Scholar

Freire, P. (2014b) Pedagogy of hope: Reliving pedagogy of the oppressed. London, UK: Bloomsbury.Search in Google Scholar

Gonzalaz, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Lawrence Erlbaum.Search in Google Scholar

Haslam, P., Schaefer, J., & Beaudet, P. (Eds.). (2012). Introduction to international development: Approaches, actors, and issues (2nd ed.). Don Mills, ON, Canada: Oxford University Press.Search in Google Scholar

Latouche, S. (1993). In the wake of the affluent society: An exploration of post-development. London, England: Zed Books.Search in Google Scholar

Mac Naughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. London, UK: Routledge.10.4324/9780203465332Search in Google Scholar

Munck, R., & O’Hearn, D. (Eds.). (1999). Critical development theory: Contributions to a new paradigm. London, England: Zed Books.Search in Google Scholar

Prakash, M. S., & Esteva, G. (2008). Escaping education: Living as learning within grassroots cultures (2nd ed.). New York, NY: Peter Lang.Search in Google Scholar

Rahnema, M., & Bawtree, V. (Eds.). (1997). The post-development reader. London, England: Zed Books.Search in Google Scholar

Rist, G. (2014). The history of development: From western origins to global faith (4th ed.). London, England: Zed Books.Search in Google Scholar

Veltmeyer, H. (Ed.). (2011). The critical development studies handbook: Tools for change. London, England: Pluto Press.Search in Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.10.1017/CBO9780511803932Search in Google Scholar

eISSN:
1338-2144
Lingua:
Inglese
Frequenza di pubblicazione:
2 volte all'anno
Argomenti della rivista:
Social Sciences, Education, other