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The Capability Approach and Early Childhood Education Curricula

Antoanneta Potsi

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ISBN 10: 3631665296 / ISBN 13: 9783631665299
Published by Peter Gmbh Lang Apr 2016, 2016
New Condition: Neu Soft cover
From Agrios-Buch (Bergisch Gladbach, Germany)

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Neuware - This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues' beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators' practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts. 196 pp. Englisch. Bookseller Inventory # 9783631665299

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Bibliographic Details

Title: The Capability Approach and Early Childhood ...

Publisher: Peter Gmbh Lang Apr 2016

Publication Date: 2016

Binding: Taschenbuch

Book Condition:Neu

About this title

Synopsis:

This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues’ beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators’ practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts.

About the Author:

Antoanneta Potsi holds a PhD from the Research School «Education and Capabilities» of the University of Bielefeld. She studied Early Childhood Education, worked as a research fellow at the University of Wuppertal, and has didactic and practical experience in Germany and Greece. Her research interests are childhood studies, social policy, inequality studies, and the capability approach as a justice approach.

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