Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Contrapuntal Geographies: The Politics Of Organizing Across Sociospatial Difference, Noel Castree, David Featherstone, Andrew Herod
Contrapuntal Geographies: The Politics Of Organizing Across Sociospatial Difference, Noel Castree, David Featherstone, Andrew Herod
Faculty of Social Sciences - Papers (Archive)
This chapter is written against the background of two closely interlinked developments. The first is the increase in the number and type (or at least visibility) of transborder political movements this last decade or so, particularly during the years of what David Slater (2003: 84) calls 'the post-Seattle conjuncture'. The second is a sharp increase in geographical writing on these multifarious attempts to bridge sociospatial difference in order to challenge neo-liberal versions of 'globalization'. To oversimplify matters, we can say that this literature relates to two groups of space-spanning social actors: those associated with the labour movement (broadly conceived) and …
Research And Policy In Developing An Early Years' Initiative: The Case Of Sure Start, Jay Belsky, Edward Melhuish, Jacqueline Barnes
Research And Policy In Developing An Early Years' Initiative: The Case Of Sure Start, Jay Belsky, Edward Melhuish, Jacqueline Barnes
Faculty of Social Sciences - Papers (Archive)
The British government's wish to eliminate the cycle of disadvantage for children from poor families led to Sure Start. The initiative set up 260 Sure Start Local Programmes (SSLPs) by 2001, which were expanded to 524 programmes within 2 years. SSLPs aimed to enhance the health and development of children under four and their families in deprived communities. SSLPs were area-based, with all children under four and their families in an area being eligible. This allowed efficient delivery of services without stigmatisation. SSLPs did not have a prescribed "protocol" of services. Instead, each SSLP had autonomy to improve and create …
Understanding The Relationship Between Curriculum, Pedagogy And Progression In Learning In Early Childhood, Iram Siraj-Blatchford
Understanding The Relationship Between Curriculum, Pedagogy And Progression In Learning In Early Childhood, Iram Siraj-Blatchford
Faculty of Social Sciences - Papers (Archive)
This paper provides mutually reinforcing definitions for the terms 'Curriculum' and 'Pedagogy' are applied in an attempt to provide further clarification of the learning processes involved in 'Co-construction' and 'Sustained Shared Thinking'. The implications for pedagogic progression and for understanding early childhood practices are also identified. The theoretical model is then applied in support of the English Early Years Foundation Stage against charges of inappropriate 'schoolification '. The paper also provides in outline a new typology of early childhood educational practices.