(Re)theorising More-Than-parental Involvement in Early Childhood Education and Care.

(Re)theorising More-Than-parental Involvement in Early Childhood Education and Care.

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Bibliographic Details
Superior document:International Perspectives on Early Childhood Education and Development Series ; v.40
:
Sadownik, Alicja R.
TeilnehmendeR:
Visnjić Jevtić, Adrijana.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Series:International Perspectives on Early Childhood Education and Development Series
Online Access:
Physical Description:1 online resource (216 pages)
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Table of Contents:
  • Intro
  • Preface: Engaging with Re-theorisation from an Ethically Entangled Standpoint
  • The Child's Right to Education, and the Child's Life with the Family
  • Sustainability: Re-imagining Living Together
  • Superdiversity
  • Agonism
  • Tender Leadership
  • References
  • Contents
  • About the Editors
  • List of Figures
  • List of Tables
  • Chapter 1: Why a Re-theorisation of More-than-Parental Involvement in ECEC Is Needed
  • Parental Involvement: A Troubled Term with a Colonial Vibe
  • The Western History of Parental Involvement
  • Why and How to Not Give Up on Parental Involvement?
  • ECEC Policies Acknowledging Parental Involvement
  • Parental Involvement - Some Practices of Hope
  • More-than-Parental Involvement in a Redefined Education
  • Our Understanding of Parental Involvement
  • Tracing Theorisations of Hope - Overview of the Book Chapters
  • Research Ethics Connected to Empirical Examples Used in the Book
  • References
  • Chapter 2: Mapping the Theoretical Landscape of More-Than-Parental Involvement
  • Navigating the Theoretical Landscape
  • Methodology
  • Parents' Involvement Conceptualised (Around the World?)
  • Year 2000
  • 2001-2010
  • Theories of Relationships and Literacies
  • Combining Models and Theories
  • Gender Perspective
  • Quality Theories
  • 2021-2022
  • Cultural-Historical Perspective
  • Bronfenbrenner's Ecological Systems
  • Unmasking Power Relations
  • Collaboration and Social Capital
  • Epstein
  • Synthetising Perspectives
  • Literacies in/of/by Parental Involvement
  • Back to Froebel
  • Narratives and Discourse
  • Biesta: The Other Community
  • Discussion: Aims Facilitated by Theoretical Toolkits
  • Conclusion: Selecting Theories for the Next Chapters of the Book
  • References
  • Chapter 3: Cultural-Historical Wholeness Approach: Critical Activity Settings of More-Than-Parental Involvement.
  • Understanding the Theory as a Theory of Child Development
  • Cultural-Historical Wholeness Approach as a Theory of Parental Involvement: The Activity Setting
  • The Worse - The Better: The Crisis of a "Misbehaving" Parent
  • Conclusion
  • References
  • Chapter 4: Bronfenbrenner: Ecology of Human Development in Ecology of Collaboration
  • Short Context of the Theory
  • Ecology of Nested Structures as a Theory of Human Development
  • Ecology of Child Development as a Theory of Collaboration: A Focus on Linkages
  • Discussing Applications of Bronfenbrenner's Theory - A Scoping Literature Review
  • Applying Bronfenbrenner's Theory of Child Development
  • Applying Ecological Systems as a Theory of Collaboration
  • Ecological Systems Theory in the Field of Early Childhood Education
  • Conclusion
  • Overview over Articles Included in Scoping Literature Review
  • References
  • Chapter 5: Together, We Can Do More for Our Children
  • Different Understandings of Social Capital
  • Social Capital as Inherent in Relations
  • (Parents) Bridging and Bonding: Putnam's Perspective
  • Social Capital as a Resource or Ability of the Network
  • Social Capital as Investment
  • Social Capital in/of/Through Parental Involvement
  • Parent-Teacher Partnerships as Social Capital
  • Parental Involvement: Strengthening the Family's Social Capital
  • Social Capital or Disturbing Interference?
  • Democracy Deficit
  • Social Capital Enabled by Recognising Family Culture as a Resource
  • Empirical Case
  • Conclusion
  • References
  • Chapter 6: Models of Family-School Partnership: Who Is in Power When We Care for the Children We Share?
  • Introduction
  • Conceptual Framework of Home-School Interactions
  • Six Types of Parental Involvement
  • Hornby's Model of Parental Participation.
  • How Do We Involve Parents and How Do They Participate in Making Decisions About ECE Settings? Cases from Brazil, Croatia, France, and Spain
  • Brazil
  • Croatia
  • France
  • Spain
  • Conclusions
  • References
  • Chapter 7: Collaboration Theory: ECEC Leading Families to Lead Their Own Partnerships with ECEC
  • What Is a Partnership Between ECEC and the Family?
  • Collaboration Theories
  • ECEC and Families as a Collaborative Team
  • Collaboration Challenges
  • Pedagogical Leadership as Facilitating and Saving Partnerships
  • Possible Partnerships to Lead
  • Challenges to the Pedagogical Leadership of Collaborative Partnerships
  • Trust
  • Challenges to Trust
  • Collaboration with the Preschool
  • Respecting Family Cultures
  • Parental Strengths
  • Responsibility of Educational Institutions
  • Conclusion
  • References
  • Chapter 8: Parental Involvement (Mis)recognised by Bourdieu's Conceptual Toolkit: Illusio, Doxa, Habitus, and Capitals
  • Concepts Capturing Objectivity and Subjectivity
  • The Field and Its Illusio
  • Capital
  • Habitus and Doxa
  • Parental Involvement in Bourdieu's Terms
  • Private ECEC Setting Manoeuvring Between Parental Habituses
  • Conclusion
  • References
  • Chapter 9: Theory of Practice Architectures: Parental Involvement Through Sayings, Doings, and Relatings
  • Living in Practices as a Theory: Sayings - Doings - Relatings
  • Changing Practices as Changing Practice Traditions
  • Ecologies of Practice
  • Parental Involvement: Sayings Anchored in Cultural-Discursive Arrangements
  • Parental Involvement: Doings Anchored in Material-Economic Arrangements and Relatings
  • Summary
  • References
  • Chapter 10: Theories of Discourse (on Quality) and Narrative Inquiry
  • Discourse Theory
  • Narrative Inquiry: A Theory and Method Preventing a One-Story Monopoly
  • Response-Able Sharing of Stories
  • Quality as Meaning-Making.
  • "When We Wanted to Talk, They Kept Quiet. When We Organised a Dinner Party, They Sang and Danced"
  • References
  • Chapter 11: Posthumanism: Intra-active Entanglements of Parental Involvement (as a Possibility of Change-Making)
  • Posthumanism Entangling Early Childhood Education
  • Posthumanism as an Ethical Project
  • What About Parental Involvement?
  • Posthumanism as a Change-Empowering Toolkit: Empirical Notes
  • Co-creating an Entanglement for a Parental Meeting
  • Conclusion
  • References
  • Chapter 12: (Re)theorisation of More-Than-Parental Involvement: New Directions and Hopes
  • Embracing More-Than-Parents
  • Diverse Family Configurations
  • Intergenerationality
  • The Agency of the Materiality, Artefacts, and More-Than-Human Agents Involved in PI
  • Acknowledging the Families' Part
  • Overcoming (or acknowledging?) the Democratic Deficit
  • From Collaboration to Partnership
  • Conclusion
  • References
  • Correction to: (Re)theorising More-than-parental Involvement in Early Childhood Education and Care
  • Correction to: A. R. Sadownik, A. Višnjić Jevtić (eds.), (Re)theorising More-than-parental Involvement in Early Childhood Education and Care, International Perspectives on Early Childhood Education and Development 40, https://doi.org/10.1.

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