The theories and analyses of post-structural thinkers such as Michel Foucault can seem a long way from practice in early childhood services. In recent years, however, many early childhood researchers and practitioners have found this work important and this fascinating book brings together a range of research and case-studies showing how teachers and researchers have brought post-structuralism to the classroom. The book covers such issues as:

• becoming post-structurally reflective about truth
• mapping classroom meanings
• tactics of rhizoanalysis
...

For many children and their families, life is hard, grim and short: the global statistics on children are truly appalling. While problems of childhood poverty are most widespread in developing countries, formidable inequalities exist in more prosperous countries. This book addresses the question of unequal childhoods, both between and within countries, and the ways in which they are recognised, defined, catalogued and understood.