Marianne N. Bloch is Professor Emerita in the Department of Curriculum and Instruction and the Department of Gender and Women's Studies at the University of Wisconsin-Madison. Beth Blue Swadener is Professor and Associate Director of the School of Social Transformation at Arizona State University. Gaile S. Cannella is Research Professor at Arizona State University and the series editor for Rethinking Childhood and Critical Qualitative Research at Peter Lang. All are founding members of the International Reconceptualizing Early Childhood Education group.

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories.

Contents: Marianne N. Bloch/Beth Blue Swadener/Gaile S. Cannella: Exploring Reconceptualist Histories and Possibilities - Marianne N. Bloch: Interrogating Reconceptualizing Early Care and Education (RECE) - 20 Years Along - Shirley A. Kessler: Reconceptualizing the Early Childhood Curriculum: An Unaddressed Topic - J. Amos Hatch: Reconceptualizing Early Childhood Research - Jonathan Silin: Through a Queer Lens: Recuperative Longings and the Reconceptualizing Past - Michael O'Loughlin: Still Waiting for the Revolution - Richard T. Johnson: Disciplining «Safe» Bodies in a Global Era of Child Panic: Implementing Techniques for Disciplining the Self - Susan Grieshaber/Felicity McArdle: Social Justice, Risk, and Imaginaries - Liane Mozère: What About Learning? - Cheryl Rau/Jenny Ritchie: Ki te Whai ao, ki te ao Marama: Early Childhood Understandings in Pursuit of Social, Cultural, and Ecological Justice - Affrica Taylor: Situated and Entangled Childhoods: Imagining and Materializing Children's Common World Relations - Veronica Pacini-Ketchabaw/Fikile Nxumalo: Posthumanist Imaginaries for Decolonizing Early Childhood Praxis - Chelsea Bailey: Radical Theories of Presence in Early Childhood Imaginaries - Michelle Salazar Pèrez/Cinthya M. Saavedra: Black and Chicana Feminisms: Journeys Toward Spirituality and Reconnection - Alejandro Azocar: The Use of Poststructuralist Storytelling in Early Childhood Education Research - Travis Wright: Revisiting Risk/Re-Thinking Resilience: Fighting to Live Versus Failing to Thrive - Denise Proud/Cynthia à Beckett: Our Story of Early Childhood Collaboration: Imagining Love and Grace - Gail Boldt/Joseph Michael Valente: Bring Back the Asylum: Reimagining Inclusion in the Presence of Others - Liselott Mariett Olsson/Ebba Theorell: Affective/Effective Reading and Writing Through Real Virtualities in a Digitized Society - Mathias Urban: Learning From the Margins: Early Childhood Imaginaries, «Normal Science», and the Case for a Radical Reconceptualization of Research and Practice - Gaile S. Cannella: Critical Qualitative Research and Rethinking Academic Activism in Childhood Studies - Valerie Polakow: None for You: Children's Capabilities and Rights in Profoundly Unequal Times - Mark Nagasawa/Lacey Peters/Beth Blue Swadener: The Costs of Putting Quality First: Neoliberalism, (Ine)quality, (Un)affordability, and (In)accessibility? - Kylie Smith/Sheralyn Campbell: Social Activism: The Risky Business of Early Childhood Educators in Neoliberal Australian Classrooms - Janette Habashi: [Im]possibilities of Reinvention of Palestinian Early Childhood Education - I-Fang Lee/Nicola Yelland: The Global Childhoods Project: Complexities of Learning and Living With a Biliterate and Trilingual Literacy Policy.

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.