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Childhood studies and the impact of globalization :
policies and practices at global and local levels
Edited by Marilyn Fleer, Mariane Hedegaard and Jonathan Tudge
New York : Routledge, 2009
ISBN: 9780415994118
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Book description
The World Yearbook of Education
2009: Childhood Studies and the Impact of Globalization: Policies and
Practices at Global and Local Levels examines the concept of childhood
and childhood development and learning from educational, sociological, and
psychological perspectives. This contributed volume seeks to explicitly
provide a series of windows into the construction of childhood around the
world, as a means to conceptualizing and more sharply defining the emerging
field of global and local childhood studies. At the global level there has
been increasing discontent with how children have been reified and measured.
Prevailing Eurocentric and North-American notions of childhood and
development across the North-South boundaries show vast differences in how
childhood is constructed and how development is theorized.
The World Yearbook of Education 2009 volume provides comprehensive
research from Asia-Pacific, the Americas, the African region and European
communities and is presented with a special focus on education. It examines
childhood from birth to twelve years of age, across institutional contexts
and within both poor majority and rich minority countries.
Cultural-historical theory has been used as the framework for investigating
and providing insights into how childhood is theorized, politicized,
enacted, and lived across these communities. A range of theoretical
orientations informs this book, including cultural-historical theory,
ecological theory, and cross-cultural research.
The World Yearbook of Education 2009 volume is organized into 3
sections:
* Section 1: Examines the global construction of childhood development and
learning
* Section 2: Discusses the local conditions and global imperatives that
arise from a broadly based analysis of the studies presented within this
section
* Section 3: Draws upon cultural-historical theory and ecological theory and
brings together the themes explored throughout the preceding two sections.
The World Yearbook of Education 2009 volume seeks to make visible the
cultural-historical construction of childhood and development across the
north-south regions and scrutinizes the policy imperatives that have
maintained the global colonization of families.
About the author
Marilyn Fleer is Professor of Early Childhood Education
and Foundation Chair at Monash University.
Mariane Hedegaard is Professor and Leader of the Centre for
Person, Practice, Development, and Culture (PPUK) at the Department of
Psychology, Copenhagen University.
Jonathan Tudge is a Professor in the Department of Human
Development and Family Studies at the University of North Carolina at
Greensboro, USA.
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