The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that characterises the work of Heidegger and Derrida, the paper points towards Ricoeur's notion of (...) linguistic hospitality as the ethical dimension to the inevitably inadequate representation of the ‘other’. In this exploration, translation is posited as a creative and interpretive act—involving neither image nor copy, but poetic transposition.The power of language emerges in the close association between power and knowledge, in which the ability to define what is real generates the realm of future possibilities. From a Foucauldian perspective, language functions as a creative strategic relation—a form of power that structures the field of other possible actions. It is through the mediation of translation, the paper argues, that language communicates, leaving us with a world of difference (i.e. ‘lost in translation’), as both our curse and our blessing as part of the human condition and as part of our ethical endeavour as educators. The contingent and arbitrary nature of language problematises what appears natural and necessary, generating the possibility of creative dialogue. (shrink)

An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues (...) that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (shrink)

An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues (...) that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families. (shrink)

Whereas research on children’s well-being in education has largely focused on adult perspectives rather than on children’s understandings, recent scholarship argues for a stronger focus on children’s experience and perceptions of their own well-being. Adopting a narrative approach, this article puts children’s stories centre stage as we explore a philosophy of well-being for early childhood in two distant but similar countries, Finland and Aotearoa New Zealand. The article reports on two independent narrative studies (one from Finland, the other from New (...) Zealand) in which children tell about their own well-being. Both studies acknowledge the difficulties in obtaining unfettered access to children’s experiences and emphasize the importance of human connectedness and community in children’s lives. After a brief introduction, the article compares eudaimonic and hedonic conceptualizations of well-being. In keeping with the characteristics of narrative, children’s perspectives form the central core of the text, with tentative observations offered by the author/researchers as they attempt to interpret the embedded context of the children’s narratives. Connections are made between the two philosophical understandings of well-being and some pedagogical considerations about children’s lives. (shrink)

Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes (...) the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 97-110.