“Expands the international dialogue on reconceptualizing early childhood education, with a focus on multiple identities and positionings of researchers and teachers. Drawing from a range of compelling postmodern, feminist, and postcolonial theory and praxis-oriented scholarship, the contributors raise critical issues for research, policy, and practice–and possibilities–in our changing field.”
–Beth Blue Swadener, Kent State University

“Embracing Identities allows us to see reconceptualists as more than an oppositional alternative to traditional psychological perspectives on early childhood education. This diverse work represents a potent balance of theorizing practice and practicing theory that should help us re-vision our work with children.”
–Beth Graue, University of Wisconsin, Madison

Drawing on the work of early childhood teachers and teacher educators, this edited volume provides examples of creative ways in which practitioners and theorists are rethinking their work. Grounded in principles of equity, difference, and the recognition of racial, ethnic and sexual diversity, the book opens possibilities for thought and action. The contributors provide a range of thinking, theorizing, and practical applications on topical issues in the field such as:

• Issues of equity and fairness in observing young children
• Gender identities in the early years
• Working with non-traditional families
  Readers will appreciate the multiple perspectives on views of children, care, and classroom knowledge.