Book Title: Reconceptualising quality early childhood education, care and development. Perspectives from the “others”.
The growing trend of homogenising “quality in early childhood practice” has steadily eroded the value of cultural identity and the importance of indigenous knowledge in early childhood education, care, and development (ECED). By and large, as suggested by Kinkead-Clark (2017), quality is a broad construct; unencumbered by ethnicity, political alignment, geographical location or indigenous identity. For low resource states (i.e., developing countries), who are usually the ones on the receiving end of the homogenising dictates, there has been the struggle to keep up, fit in, and situate themselves in first world prescribed “best practices”.
This book seeks to be an exposé per se, challenging current biases that exist in the global early childhood arena by countering dominant-hegemonic, Euro-American centric perspectives of what “quality early childhood practices” ought to look like. It aims to contribute to the dearth of literature pertaining to ECED in developing/ low resource states. It will be useful to students, researchers, and educators in both developed and developing contexts; who seek to understand “other” approaches to ECED, who seek to look outside the box, and who seek to examine often neglected perspectives of “quality” ECED in different spaces. This reconceptualisation of ECED will present readers with a deeper understanding of “quality”, by challenging the narrowly defined assumptions of what it looks like and how it ought to be represented.
Palgrave Macmillan has expressed interest in this edited book. We are therefore soliciting proposals for chapter contributions, in the form of a 250 word abstract (deadline: June 30, 2018). We particularly welcome submissions focusing on;
1.Challenging ECE (early childhood education) knowledge bases
2.Pedagogy: Anti-colonial, Indigenous, Decolonizing Practices in Early Childhood Education
3. Working with parents: Towards an inclusive model
4. Decolonising curriculum practices
5. Play-based learning: Non-dominant perspectives
6. Inclusivity in the early years
Chapter abstracts should be submitted, in Word format, to Dr. Zoyah Kinkead-Clark or Dr. Kerry-Ann Escayg (email@example.com). Abstracts received by June 30, 2018, will be reviewed by the editors and authors notified of review results no later than July 30, 2018. Authors invited to submit full chapters (6000- 6500 words) will have until October 31st, 2018 for their full submission. Submission must be made on or before the submission deadline and cannot be under review for any other conference, journal, or book during the time it is considered for this publication. All submissions will be peer-reviewed. Publication of the book is planned for May 2019.
Dr. Zoyah Kinkead-Clark
Dr. Kerry-Ann Escayg