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Flows, rhythms, and intensities of early childhood education curriculum /

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Pacini-Ketchabaw (child and youth care, U. of Victoria) introduces ten essays that challenge approaches to curriculum based on a belief in one best answer, children as passive knowledge receivers, and theory and practice as separate. In keeping with Canadian government interest in applying postmodern ideas in education, educators share personal narratives, critical reflections, curriculum models, and participatory action research that re-imagine early childhood education as a dynamic, diverse flow. Ideas are drawn from Deleuze, Guattari, J. Butler, and other postmodern/post-structuralist thinkers. No index has been provided. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)

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