Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process
By: Sonja Arndt
References
- Ahmed, S., Castañeda, C., Fortier, A.M., & Sheller, M. (2003). Uprooting/regroundings: Questions of home and migration. Oxford, UK: Berg.
- Arndt, S. (2012). Foreigners, immigrants, otherness: A philosophical analysis of complications, delights and tensions. Unpublished Masters Thesis. Faculty of Education, School of Critical Studies. The University of Auckland.
- Arndt, S. (2014a). Re-thinking pedagogies: Recent migrants in Aotearoa New Zealand early childhood settings. In H. Hedges & V. Podmore (Eds.), Early childhood education: Pedagogy, professionalism and policy (pp. 58-71). Auckland, New Zealand: Edify Ltd.
- Arndt, S. (2014b). Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand. Early Childhood Folio, 18(2), 28-32.
- Arndt, S. (2015). Otherness ‘without ostracism or levelling’: Towards fresh orientations to teacher foreigners in early childhood education. Educational Philosophy and Theory.
- Baldock, P. (2010). Understanding cultural diversity in the early years. London: SAGE Publications Ltd.
- Bauman, Z. (2009). Education in the liquid-modern setting. Power and Education, 1(2), 157-166.
- Biesta, G. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29, 491-503.
- Brookfield, S. (1995). Becoming a critically reflective teacher: San Francisco : Jossey- Bass.
- Cherrington, S., & Shuker, M.J. (2012). Diversity amongst New Zealand early childhood educators. New Zealand Journal of Teachers’ Work, 9(2), 76-94.
- Codd, J. (2008). Neoliberalism, globalisation and the deprofessionalisation of teachers. In V. Carpenter, J. Jesson, P. Roberts, & M. Stephenson (Eds.), Ngā kaupapa here: Connections and contradictions in education (pp. 14-24). South Melbourne, Australia: Cengage Learning.
- Duhn, I. (2010). ‘The centre is my business’: Neo-liberal politics, privatisation and discourses of professionalism in New Zealand. Contemporary Issues in Early Childhood, 11(1), 49-60.
- Ffrench, P. (1995). The time of theory: A history of Tel Quel (1960-1983). Oxford, UK: Clarendon Press.
- Ho, E., Holmes, P., & Cooper, J. (2004). Review and evaluation of international literature on managing cultural diversity in the classroom. Wellington, New Zealand: Ministry of Education and Education New Zealand. Immigration New Zealand. (2011). Essential skills in demand lists review. Retrieved from http://www.immigration.govt.nz/migrant/general/generalinformation/news/esidreview.htm
- Koro-Ljungberg, M., Carlson, D., Tesar, M., & Anderson, K. (2015). Methodology brut: philosophy, ecstatic thinking, and some other (unfinished) things. Qualitative Inquiry, 21(7), 612-619.
- Kristeva, J. (1984). Revolution in poetic language (M. Waller, Trans.). New York, NY: Columbia University Press.
- Kristeva, J. (1986). Word, dialogue and novel. In T. Moi (Ed.), The Kristeva Reader (pp. 34-61). Oxford, UK: Blackwell Publishers Ltd.
- Kristeva, J. (1991). Strangers to ourselves. New York, NY: Columbia University Press.
- Kristeva, J. (2000). Crisis of the European subject (S. Fairfield, Trans.). New York, NY: Other Press.
- Kristeva, J. (2008). “Does European culture exist?”. Paper presented at the Dagmar and Václav Havel Foundation VIZE 97 prize, Prague Crossroads. http://www.vize.cz/download/laureat-Julia-Kristeva-en-speech.pdf
- Lechte, J. (1990). Julia Kristeva. London, UK: Routledge.
- May, S., & Sleeter, C.E. (2010). Critical multiculturalism: Theory and praxis. New York, NY: Routledge.
- Ministry of Education. (1996). Te Whāriki - he whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
- Mitchell, L. (2011). Enquiring teachers and democratic politics: transformations in New Zealand’s early childhood education landscape. Early Years: An International Research Journal, 31(3), 217-228.
- Mitchell, L. (2014, 2 December). Put children’s education before shareholders, The New Zealand Herald. Retrieved from http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11367139
- Mitchell, L., & Brooking, K. (2007). First NZCER national survey of early childhood education services. Wellington, New Zealand: New Zealand Council for Educational Research Te Runanga o Aotearoa mo te Rangahau i te Matauranga.
- Mohanty, C.T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. London, UK: Duke University Press.
- O’Connor, A., & Diggins, C. (2002). On reflection: Reflective practice for early childhood. Lower Hutt, New Zealand: Open Mind Publishing.
- OECD. (2012). Executive summary Starting Strong III: A quality toolbox for early childhood education and care (Vol. III): OECD.
- Oliver, K. (2002). Kristeva’s revolutions. In K. Oliver (Ed.), The portable Kristeva (pp. xi-xxix). New York, NY: Columbia University Press.
- Peters, M.A. (2007). Editorial. Philosophy of early childhood education. Educational Philosophy and Theory, 39(3), 223-224.
- Prud’homme, J., & Légaré, L. (2006). The subject-in-process. Signo (online), Rimouski, Quebec. Retrieved from http://www.signosemio.com/kristeva/subject-inprocess.asp.
- Rhedding-Jones, J. (2001). Shifting ethnicities: ‘Native informants’ and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(1), 135-156.
- Rhedding-Jones, J. (2010 ). No aunties in our preschools: Muslim positionings in West ern practice. Paper presented at the Reconceptualizing Early Childhood Education, 18th Conference Dalton State College, Georgia USA.
- Robinson, K.H., & Jones Diaz, C. (2006). Diversity and difference in early childhood education: Issues for theory and practice. Berkshire, UK: Open University Press.
- Sadehi, C.T. (2012). Beloved and Julia Kristeva’s the semiotic and the symbolic. Theory and Practice in Language Studies, 2(7), 1491-1497.
- Schön, D.A. (1983). The reflective practitioner: How professionals think in action. United States of America: Basic Books, Inc.
- Stone, L. (2004). Julie Kristeva’s ‘mystery’ of the subject-in-process. In J. D. Marshall (Ed.), Poststructuralism, philosophy, pedagogy (pp. 119-139). Dordrecht, The Netherlands: Kluwer Academic Publishers.
- TeachNZ. (2015). Early childhood teacher qualifications guide 2015. Wellington, New Zealand: New Zealand Government Retrieved from https://http://www.google.co.nz/search?client=safari&rls=en&q=TeachNZ-2015-ECE-Qualifications-Guide.pdf&ie=UTF-8&oe=UTF-8&gfe_rd=cr&ei=EAlpVYSnDLLu8wes54C4Dg.
- Tesar, M. (2015). Power and subjectivities: Foucault and Havel on the complexities of early years classroom. In C. Rubie-Davies, J. Stephens, P. Watson (Eds.), Routledge International Handbook of Social Psychology of the Classroom (pp. 221-228). London, UK: Routledge.
- Thrupp, M. (2015). Schoolification. Paper presented at the Early Years Research Centre Directions, University of Waikato. United Nations Educational Scientific and Cultural Organization. (2010). Intercultural dialogue. Retrieved from http://portal.unesco.org/culture/en/ev.php-URL_ID=35020&URL_DO=DO_TOPIC&URL_SECTION=201.html.
- Walsh, D.J. (2007). Who are “we”? The many dimensions of culture. Paper presented at the Early Childhood Convention, Rotorua, New Zealand.
- Widawsky, R. (2014). Julia Kristeva’s psychoanalytic work. Journal of American Psychoanalytical Association, 62(1), 61-67.
DOI: https://doi.org/10.1515/jped-2015-0017 | Journal eISSN: 1338-2144 (formerly 1338-1563) | Journal ISSN: 1338-1563
Language: English
Page range: 119 - 132
Published on: Mar 5, 2016
Published by: University of Trnava, Faculty of Education
In partnership with: Paradigm Publishing Services
Keywords:
Related subjects:
© 2016 Sonja Arndt, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.