Disrupting Early Childhood Education Research

<p>Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative substantive intentions. Connection to human experience compassion for societal ailments and the joys of learning are straining under the pressure of quantitative research competition and test scores exemplified by federal funding competitions and policymaking.</p><p>Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies auto-ethnographic writings action-oriented studies arts-based methodologies and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning school and early education sectors this volume explores the meanings of actionable and everyday approaches based on the experiences of young children their families and educators.</p>