Vol. 7(1), 2019, Special Issue Co-Edited by Sonya Gaches and Alex Gunn, (New) Critical Readings of Aotearoa New Zealand Early Childhood Policy and Practice, http://journals.sfu.ca/iccps/index.php/childhoods/

 

Vol. 7(1), 2019, Special Issue Co-Edited by Sonya Gaches and Alex Gunn, (New) Critical Readings of Aotearoa New Zealand Early Childhood Policy.  In this special issue, the authors discuss and analyze proposed revisions to the New Zealand early childhood curriculum, and curriculum policy that took place during 2016, and before, and that were under debate when the 2016 International Reconceptualizing Early Childhood Education conference (see receinternational.org) was held in New Zealand.  In this issue, Gaches and Gunn and other authors introduce the key aspects of debate surrounding the then proposed reforms, as well as the political context shifts that have been affecting early education and educational policies over the past decade.  The articles are not only important for the New Zealand context, but are significant to the journal's global readership--as similar discursive and material forces have permeated most regional and country policy frameworks.  The significant differences in the New Zealand context, as well as similarity in forces affecting the revisions in curriculum and policy underline the importance of these articles, and the special issue.  We thank reviewers as well as the special issue editors and all of the authors for bringing these debates to our international audience of readers.  Please be reminded that all articles are openly accessible, and downloadable from this site.

 

In Press, Special Issue Vol.7, Issue 2, 2019, Co-Edited by I-Fang Lee and Michelle Salazar Perez, Foggy Futures in Education: The Looming Storms of School Choice and Voucher Programs.

 Requests for additional ideas for special issues, as well as independent submissions of articles for review for publication, books for review, policy links of importance or policy position papers of importance should be submitted to the editors, or section editors of the journal.

 

 

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