Wybe 2009 Childhood Studies Fleer

The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized.
The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.
The World Yearbook of Education 2009 volume is organized into 3 sections:
Section 1: Examines the global construction of childhood development and learning
Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section
Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.
The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

Marilyn Fleer is Professor of Early Childhood Education and Foundation Chair at Monash University, Australia. She is also the Centre Research Director for the Centre for Childhood Studies.
Mariane Hedegaard is a Professor and Leader of the Centre for Person, Practice, Development, and Culture (PPUK) at the Department of Psychology, Copenhagen University.
Jonathan Tudge is a Professor in the Department of Human Development and Family Studies at The University of North Carolina at Greensboro, USA.

Section One
Chapter Focus
Author
Region
The global construction of childhood development and learning
Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout
NB: Authorship order may change
A cultural-ecological perspective on childhood – African perspective
Jonathan Tudge, The University of North Carolina at Greensboro, USA
Africa
Western influences on post-Soviet education
Joe Elliott, University of Durham
Russia
Sociological critiques of psychological perspectives on children – their impact on institutional practices
William Corsaro, Indiana University, USA
North America
Locating the learning context – Pacific journey and the Fa’aSamoa
Suatu Gualo, Monash University, Australia
South Pacific
Development and learning as activist projects: learning from and expanding Vygotsky’s approach
Anne Stetsenko, The Graduate Centre, City University of New York
USA
The power of motives: the interaction between biological constraints and activity in the development of children
Louise Bottcher, University of Copenhagen, Denmark
Denmark
Play and learning – the learning and relearning of play in contemporary societies
Elena Kravtsova, Russian State University for the Humanities, L.S. Vygotsky Psychology Institute, Russia.
Russia
Activity systems within schools – the voice of special education
Harry Daniels, University of Bath, UK)
UK
Section Two
Global politics shaping local childhoods
Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout
NB: Authorship order may change
Global-local practice informing research and research informing global-local practice
Seth Chaiklin, Bath University, UK, Mariane Hedegaard
Scandinavia
Are universal views of ‘development’ and ‘learning’ being constructed or politicized? – when home culture works and western schooling mean different things
Ernest Kofi Davis. University of Cape Coast, Ghana
Africa
How are assessment or accountability measures being developed, sanctioned and policed -
Indigenous learning perpectives
Denise Williams-Kennedy, Yiparinya community, Marilyn Fleer, Ana, Mantilla, Trish Rivalland, Monash University, Australia
Australia
Views of childhood in Turkey – the global-local tension
Cigdan Kağitçibaşi, or Artin Göncü, US
European continent
Intent community participation – learning in communities in the Americas
Barbara Rogoff et al., University of Santa Cruz, California
Americas
Family contexts and how they position children as active agents in local and global contexts
Mariane Hedegaard, Jytte Bang; University of Copenhagen; Marilyn Fleer Monash University
Denmark and Australia
Developmental teaching in schooling in the Netherlands
Bert van Oers, Free University Amsterdam, The Netherlands
Europe
Development of participation on social practice: How does local social practice impact on global issues of childhood?
Charlotte Hojholt, Roskilde University, Denmark
Scandinavia
Section Three
The politics of childhood research
Marilyn Fleer, Mariane Hedegaard, Jonathan Tudge, and Alan Prout
NB: Authorship order may change
Historical and comparative analyses of early childhood policies in the US and Brazil
Lia Freitas Federal University of Rio Grande do Sul
Americas
Kenyan learning in the context of political and NGO imperatives
Dolphine Odero, Egerton University
Africa
Methodological constraints and affordances in childhood studies
Angela Bronco, Brasilia University, Brazil
Americas
Majority world perspectives on childhood research
Nirmala Rao, University of Hong Kong
Asia
An OECD perspective on policy and childhood research
Collette Taylor, formally OECD
Europe
Policy imperatives – Joined up Government discourses and constructions of childhood research across institutions
Anne Edwards, Oxford University, UK
UK
Global-local orientations in researching childhood
Jaan Valisner, Clark University, Worchester, USA)
US
Emerging or silenced research contexts for childhood studies
Samantha Punch, University of Sterling