Found in Translation Connecting Reconceptualist Thinking with Early Childhood Education Practices

Found in Translation: Connecting Reconceptualist Thinking with Early Childhood Education Practiceshighlights the relationships between reconceptualist theory and classroom practice. Each chapter in this edited collection considers a contemporary issue and explores its potential to disrupt the status quo and be meaningful in the lives of young children. The book pairs reconceptualist academics and practitioners to discuss how theories can be relevant in everyday educational contexts, working with children who are from a wide range of cultural, ethnic, gender, language, and social orientations to enable previously unimagined ways of being, thinking, and doing in contemporary times.

1. Found in translation: Reconceptualizing early childhood education 2. Whose Reconceptualizing? Reclaiming Spaces for Engaged Reconceptualizing in/of Early Childhood 3. Rethinking Health, Safety, and Nutrition through a Black Feminist Lens: An Early Childhood Teacher Educator’s Transformative Journey 4. Engaging with Place: Foregrounding Aboriginal perspectives in early childhood education 5. Childhoods in the Anthropocene: Re-thinking young children’s agency and activism 6. "We were marching for our equal rights": Political Literacies in the Early Childhood Classroom 7. Strangers to ourselves: A critical reconceptualization of a teacher’s cultural Otherness 8. Who said we’re too young to talk about race?: First graders and their teacher investigate racial justice through counter-stories 9. Practicing Pedagogical Documentation: Teachers making more-than-human relationships and sense of place visible

Nicola Yelland is Professor of Early Childhood Studies at Flinders University in South Australia. Dana Frantz Bentley is a preschool teacher at Buckingham Browne and Nichols School in Cambridge, Massachusetts.