Rethinking Parent and Child Conflict

Rethinking Parent and Child Conflict

Rethinking Parent and Child Conflict

Rethinking Parent and Child Conflict

Synopsis

Drawing from Foucault's notion of power-knowledge-resistance and feminist poststructuralism, this book offers a re-theorisation of parent-child conflict that takes into account relationships between the individual and society. Employing this non-traditional perspective, Grieshaber studies four families and considers how issues such as race, class, gender and age, interact with daily domestic practice to produce parent-child conflict. Using critical theory rather than developmental psychology, this in-depth text looks at: * parent and child conflict as modernist understanding * researching with families * gendered conflict * daily living as normalization and regulation. Authorised by a well-regarded researcher, this is a must-read guide for education professionals.

Excerpt

Early childhood education has long been organized and justified around the principles of developmentally appropriate practice (DAP), which was founded in the developmental psychology literature from the early twentieth century. the theories of learning and socialization inherent to this literature were conceptualized in vastly different social and economic contexts and while the world has moved into the twenty-first century, education often seems to be caught in a time warp and justifications for continued and outdated practices and attitudes need to be challenged. dap privileged certain ways of being and knowing that did not recognize the diverse qualities of children and their families in a global context. in doing so it had the effect of alienating the qualities of diversity that should be celebrated, and further suggested that there was a universal state that we should all be striving for which was based on western ways of doing and knowing. in recent times these contentions have been challenged. Early childhood education is coming to be known for its openness to new ideas, and the multidisciplinary nature of the field has facilitated the process of reconceptualization. the terrain of early childhood has been remodeled significantly over the past decade, and alternative views and perspectives are beginning to have an impact on practices and pedagogies.

The changing images of early childhood are reflected in the books that will comprise this series, which will challenge educators and confront them with a wide range of topics. the books will enable early childhood professionals to engage with contemporary ideas and practices from alternative perspectives other than those which have been traditionally associated with the education of young children and their families. They will provide opportunities to critique aspects of the field that many early childhood educators have accepted as being beyond question as well as act as catalysts for contemporary interrogations and investigations. the ideas contained in the books in this series will incorporate a wide range of theoretical perspectives that are particularly appropriate to life in

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