Critical Issues in Early Childhood Education

By Nicola Yelland | Go to book overview

List of contributors

Yarrow Andrew is an early childhood teacher who enjoys the challenges of working in long day care. As a teacher, his main interests are gender and sexuality, children's rights, and challenging adult complacency about what 'child care' should involve. Yarrow has worked in the early childhood field for ten years and still feels he is just beginning to understand children's lives.

Mindy Blaise is currently a Senior Lecturer in New Learning at RMIT University and a Research Fellow at the Centre for Equity and Innovation in Early Childhood Education at Melbourne University. She uses feminist poststructuralism and queer theory in her teaching and researching with teachers and young children to uncover the complexities of classroom life.

Liz Brooker was an early years teacher in London for many years before moving into postgraduate research and teaching at the Institute of Education, University of London. Most of her work has involved an investigation of the ways that education and care systems can contribute to, or combat, the long-term social exclusion of children and young people from disadvantaged groups. Her book, Starting School: Young Children Learning Cultures (Open University Press, 2002), which won the Society for Education Studies' annual book award for 2003, was based on a study of four-year-old children as they learned in their homes and in their first year of school. More recently, and currently, she has been researching the experiences of teenage parents and young people who have been 'looked after' by the local authority. Liz now runs a Master's programme in Childhood Studies, focusing on children's rights.

Sheralyn Campbell is an early childhood practitioner-researcher, and Fellow at the University of Melbourne, Centre for Equity and Innovation in Early Childhood. Sheralyn has worked in a variety of children's services as a teacher, policy advisor, manager and mentor. Her PhD research focused on the issues of social justice that were an everyday part of childrens' lives in an inner urban child care centre. Her most recent work is emerging from a small Australian rural child care centre where she continues to focus on the 'politics' of curriculum in early childhood settings. In particular, she is concerned with how feminist poststructural theory can be used in practice to disrupt the meanings of gender, 'race', class and sexualities that constitute inequities within children's worlds.

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