The Child in the World The World in the Child: Education and the Configuration of a Universal, Modern, and Globalized Childhood (Critical Cultural Studies of Childhood)

In this collection, the contributors look at the current spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe everyone in a scientific and neutral way, actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks. Following a preface (Elizabeth Swadener, Gaile Cannella, and Marianne Bloch, and a foreword (Thomas S. Popkewitz), the book is divided into four parts. Part I, "The Child in the World/ The World in the Child," contains: (1) Education and the Configuration of a Universal, Modern, and Globalized Childhood: An Introduction (Marianne Bloch, Devorah Kennedy, Theodora Lightfoot, and Dar Weyenberg.) Part II, "Governing the Universal, Modern Child and Family," continues with: (2) Educational Theories and Pedagogies as Technologies of Power/Knowledge: Educating the Young Child as a Citizen of an Imagined Nation and World (Marianne Bloch); (3) Configuring the Jewish Child: Intersections of Pedagogy and Cultural Identity (Devorah Kennedy); and (4) The Construction of the Asian American Children as "Model" Students (Susan Matoba Adler). Part III, "Governing the Modern and Normal Child through Pedagogical Discourses," presents: (5) Constructing the Young Child as a "Productive Citizen" through Language Acquisition Theory (Theodora Lightfoot); (6) The Quest for Health in Different Timespaces (Dar Weyenberg); (7) Visual Images and the Construction of Childhood Cultural Stories (Nancy Pauly); (8) The System of Reasoning the Child in Contemporary Japan (Jie Qi); and (9) The Specter of Irregularity Haunts the Child: A Historical Study of the "Problem-Child" in Brazilian Educational Discourses (Ana Laura Godinho Lima). Part IV, "Governing the Modern and Post-Modern Citizen and Nation through Universal Reforms in Education," contains the final chapters: (10) No Child Left Behind? The Specters of Almsgiving and Atonement: A Short Genealogy of the Saving Grace of US Education (Karen S. Pena); (11) Illusions of Social Democracy: Early Childhood Educational Voucher Policies in Taiwan (I Fang Lee); and (12) The Foundation Stage Child in a Shifting Sea: A History of the Present of the United Kingdom's Education Act 2002 (Ruth L. Peach) Cover 1 Contents 6 Series Editors’ Preface 8 Foreword: Hopes of Inclusion/Recognition and Productions of Difference 10 Acknowledgments 16 Part 1 The Child in the World 18 Introduction: Education and the Global/Local Construction of the Universal, Modern, and Globalized Child, School, and Nation 20 Part 2 Governing the Universal, Modern Child and Family 36 Chapter 1 Educational Theories and Pedagogies as Technologies of Power/Knowledge: Educating the Young Child as a Citizen of an Imagined Nation and World 38 Chapter 2 Configuring the Jewish Child: Intersections of Pedagogy and Cultural Identity 60 Chapter 3 Problematizing Asian American Children as “Model” Students 80 Part 3 Governing the Modern and Normal Child through Pedagogical Discourses 96 Chapter 4 Language Learning, Language Teaching, and the Construction of the Young Child 98 Chapter 5 The Quest for Health in Different Timespaces 116 Chapter 6 How Might Teachers of Young Children Interrogate Images as Visual Culture? 135 Chapter 7 The System of Reasoning the Child in Contemporary Japan 160 Chapter 8 The Specter of the Abnormal Haunts the Child: A Historical Study of the “Problem-child” in Brazilian Educational Discourses 174 Part 4 Governing the Modern and Post-Modern Citizen and Nation through Universal Reforms in Education 192 Chapter 9 No Child Left Behind? The Specters of Almsgiving and Atonement: A Short Genealogy of the Saving Grace of U.S. Education 194 Chapter 10 Illusions of Social Democracy: Early Childhood Educational Voucher Policies in Taiwan 212 Chapter 11 The Foundation Stage Child in a Shifting Sea: A History of the Present of the United Kingdom’s Education Act 2002 229 Contributors 247 Index 250 A 250 B 250 C 250 D 251 E 251 F 252 G 252 H 252 I 253 J 253 K 253 L 253 M 253 N 253 O 254 P 254 Q 254 R 254 S 255 T 255 U 256 V 256 W 256 Y 256 Educational Theories And Pedagogies As Technologies Of Power/knowledge: Educating The Young Child As A Citizen Of An Imagined Nation And The World / Marianne N. Bloch -- Configuring The Jewish Child: Intersections Of Pedagogy And Cultural Identity / Devorah Kennedy -- Problematizing Asian American Children As Model Students / Susan Matoba Adler -- Language Learning, Language Teaching, And The Construction Of The Young Child / Theodora Lightfoot -- The Quest For Health In Different Timespaces / Dar Weyenberg. How Might Teachers Of Young Children Interrogate Images As Visual Culture? / Nancy Pauly -- The System Of Reasoning The Child In Contemporary Japan / Jie Qi -- The Specter Of The Abnormal Haunts The Child: A Historical Study Of The Problem-child In Brazilian Educational Discourses / Ana Laura Godinho Lima -- No Child Left Behind: The Specters Of Almsgiving And Atonement: A Short Genealogy Of The Saving Grace Of U.s. Education / Karen S. Pena -- Illusions Of Social Democracy: Early Childhood Educational Voucher Policies In Taiwan / I-fang Lee -- The Foundation Stage Child In A Shifting Sea: A History Of The Present Of The United Kingdom's Education Act 2002 / Ruth L. Peach. Edited By Marianne Bloch ... [et Al.]. Includes Bibliographical References And Index. The contributors look at universalizing discourses concerning young children across the globe, which purport to describe everyone in a scientific and neutral way, but actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks. Looks at the spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe those in a scientific and neutral way, actually create mechanisms through which children are divided and excluded