Kerith Power

Storylines of Early Childhood Education. In this feminist post-structural genealogy, Kerith Power draws on yarns of a number of Indigenous leaders' own early childhood experiences, to trace how storylines of difference have constructed the disciplinary field of Indigenous early childhood education. Mainstream storylines such as community, philanthropy, equity, child care and protection, health, hygiene, development, quality and developmentally appropriate practice mean something different in an Indigenous context. Power tells a range of Indigenous leadership stories: from those that employ, co-opt and contest 'mainstream' knowledge to examples of positioned and situated leadership that employ and maintain traditional and contemporary subjugated knowledges. As a white feminist she acknowledges feminist complicity in racist practices while honouring her own elders. She proposes that Indigenous women leaders and white feminists can learn from each other to reclaim matriarchal leadership and construct a field of early childhood education that opens up a space for all us and our children to respect, celebrate and value difference.

A Genealogy of Australian Indigenous Women's Leadership in Early Childhood Education

Storylines of Indigenous Women's Leadership in Early Childhood

Bronwyn Davies

Margaret Somerville

Susanne Gannon

Phoenix de Carteret

Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.

Kerith Power

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