This book brings together established and emerging scholars from around the globe to highlight new directions for research on young children as active engaged citizens of classrooms. Divided into three sections the volume draws on innovative methods to explore diverse conceptualizations of citizenship children’s understandings and effective practice. Rejecting traditional views of children as citizens-in-preparation the volume explores how young children can and do live as citizens and how early childhood educational settings serve as civic forums. Chapters discuss the child-as-citizen in relation to issues including gender class race tribal status and linguistic diversity and ultimately illustrate how sociocultural processes in early years settings can be harnessed to promote the development of democratic dispositions and skills. This book establishes citizenship enactment in early childhood education as a robust and growing research area with the potential to shape research policy and practice worldwide. As such it will appeal to researchers and academics with an interest in citizenship education democracy and early childhood education as well as postgraduate students of teacher education and those working across international and comparative education more broadly. Chapter 20 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license. |International Perspectives on Educating for Democracy in Early Childhood Recognizing Young Children as Citizens | Education
