In this chapter, we used a research-based case study titled “The Desirable Prince Meeting” to explore how interdisciplinary theoretical perspectives on the child can be used to prompt critical reflection on socially just equity praxis in early childhood education. We argue that using multiple theoretical perspectives to analyze teaching and learning can generate and drive critical reflection on equity praxis more effectively than using a single perspective that presents a single truth about teaching and learning moments.
Campbell, S., MacNaughton, G., Page, J. and Rolfe, S. (2004), "BEYOND QUALITY, ADVANCING SOCIAL JUSTICE AND EQUITY: INTERDISCIPLINARY EXPLORATIONS OF WORKING FOR EQUITY AND SOCIAL JUSTICE IN EARLY CHILDHOOD EDUCATION", Reifel, S. and Brown, M. (Ed.) Social Contexts of Early Education, and Reconceptualizing Play (II) (Advances in Early Education and Day Care, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 55-91. https://doi.org/10.1016/S0270-4021(04)13003-6
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