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A Genealogy of Becoming (and Being) in the First 1000 Days

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Part of the Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations book series (POPED, volume 2)

Abstract

This chapter sets the scene for an emphasis on ‘becoming’ for our youngest children living in a twenty-first-century global world. Taking the view that becoming (or Bildung) is now viewed as central to teaching and learning, a genealogy (Foucault M. The order of discourse. In Young R (ed) Untying the text: a post-structuralist reader. Routledge & Kegan Paul, London, pp 51–78, 1981) of its positioning in ECE is offered. Common philosophical and social beliefs concerning infant and toddler ‘becoming’ will be examined with consideration to the time and space of their orientation – historically, geographically and, by association, ideologically. In taking this approach, the chapter will then attempt to relocate ‘becoming’ through a contemplation of the conditions of its meaning in a globalised contemporary world. Through such means the chapter will speculate on what becoming offers (and simultaneously denies) the infant subject as he or she is located within pedagogical practice today.

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.RMIT UniversityMelbourneAustralia
  2. 2.University of WaikatoHamiltonNew Zealand

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