Session Information
PRE_C3, Preconference; Paper Session C3
Paper Session
Contribution
Method
Expected Outcomes
References
Britt, C., & Sumsion, J. (2003). Within the borderlands: Beginning early childhood teachers in primary schools. Contemporary Issues in Early Childhood, 4(2), 115-136. Cannella, G. S. (1999). The scientific discourse of education: Predetermining the lives of others - Foucault, education and children. Contemporary Issues in Early Childhood, 1(1), 36-44. Clarke, A., & Moss, P. (2001). Listening to young children: The mosaic approach London: National Children's Bureau and Joseph Rowntree Foundation. Cole, A. L., Neilsen, L., Knowles, J. G., & Luciani, T. C. (Eds.). (2004). Provoked by art: Theorizing arts-informed research. Nova Scotia: Backalong Books. Cook-Sather, A. (2001). Between student and teacher: Learning to teach as translation. Teaching Education, 12(2), 177-110. Davies, B. (2004). Introduction: Poststructuralist lines of flight in Australia. International Journal of Qualitative Studies in Education, 17(1), 3-9. Davies, B. (2005). The (Im)possibility of intellectual work in neoliberal regimes. Discourse: Studies in the cultural politics of education, 26(1), 1-14. Derrida, J. (1978). The retrait of metaphor. Enclitic, 2, 6-33. Devine, D. (1999). Children: Rights and status in education - A socio-historical analysis. Irish Educational Studies, 18(Spring). Giroux, H. (1997). Pedagogy and the politics of hope: Theory, culture and schooling. Colerado: Westview Press. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press. Lind, U. (2005). Identity and power, 'meaning', gender and age: Children's creative work as signifying practice. Contemporary Issues in Early Childhood, 6(3), 256-268. Millei, Z. J. (2005). The discourse of control: Disruption and Foucault in an early childhood classroom. Contemporary Issues in Early Childhood, 6(2), 128-139. Novinger, S., & O'Brien, L. (2003). Beyond 'boring, meaningless shit' in the academy: Early childhood teacher educators under the regulatory gaze. Contemporary Issues in Early Childhood, 4(1). Poynton, C., & Lee, A. (2000). Culture & Text: an introduction. In A. Lee & C. Poynton (Eds.), Culture and Text: discourse and methodology in social research and cultural studies. St Leonards: Allen & Unwin. Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, New Jersey: Rutgers University Press. Robinson, C., & Kellet, M. (2004). Power. In S. Fraser, A. Lewis, S. Ding, M. Kellet & C. Robinson (Eds.), Doing Research with Children and Young People. St Pierre, E. A., & Pillow, W. S. (Eds.). (2000). Working the ruins: Feminist poststructural theory and methods in education. New York: Routledge. Sumsion, J. (2001). Rereading metaphors as cultural texts: A case study of early childhood teacher attrition. The Australian Educational Researcher, 30(3), 67-87.
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