This unique book brings together international scholars from around the globe to examine how different feminist theories are being used in early childhood research, policy and pedagogy. The array of feminist discourses captured by the authors offer contextualised possibilities for disrupting dominant patriarchal beliefs and producing change. The authors address and challenge how early childhood experiences, institutions and practices produce gendered effects across and within diverse contexts and demonstrate how feminism(s) in action can be used to reconceptualise research methods, government policy, children’s learning, teaching practice and educational resources. In this way, the book contributes to creating new knowledge connections and community alliances in the global effort to end gender-based inequalities across local and global communities.

Feminism and the Politics of Childhood offers an innovative and critical exploration of perceived commonalities and conflicts between women and children and, more broadly, between various forms of feminism and the politics of childhood. This unique collection of 18 chapters brings into dialogue authors from a range of geographical contexts, social science disciplines, activist organisations, and theoretical perspectives. The wide variety of subjects include refugee camps, care labour, domestic violence and childcare and education. Chapter authors focus on local contexts as well as their global interconnections, and draw on diverse theoretical traditions such as poststructuralism, psychoanalysis, posthumanism, postcolonialism, political economy, and the ethics of care. Together the contributions offer new ways to conceptualise relations between women and children, and to address injustices faced by both groups. Praise for Feminism and the Politics of Childhood: Friends or Foes? ‘This book is genuinely ground-breaking.’ ‒ Val Gillies, University of Westminster ‘Feminism and the Politics of Childhood: Friends or Foes? asks an impossible question, and then casts prismatic light on all corners of its impossibility.’ ‒ Cindi Katz, CUNY ‘This provocative and stimulating publication comes not a day too soon.’ ‒ Gerison Lansdown, Child to Child ‘A smart, innovative, and provocative book.’ ‒ Chandra Talpade Mohanty, Syracuse University ‘This volume raises and addresses issues so pressing that it is surprising they are not already at the heart of scholarship.’ ‒ Ann Phoenix, UCL

An irresistible timely lift-the-flap board book featuring lush illustrations of your favorite feminist icons as adorable babies! Before Ruth Bader Ginsburg, Mae Jemison, Frida Kahlo, and others were change-making feminists, they were . . . babies! In this board book that's perfect for budding feminists, discover what these iconic figures might have looked like as adorable babies and toddlers. With its inspiring message that any baby can grow up to make the world a better place for all genders, this board book makes the perfect baby gift for any family that wants to raise children who can recognize Gloria Steinem on sight.

Feminist Baby is back in the follow-up to the New York Times bestseller by two-time Emmy Award-winning author Loryn Brantz. Feminist Baby is learning to talkShe says what she thinks and it totally rocks! Feminist Babies stand up tall"Equal rights and toys for all!" Feminist Baby is ready for more adventures -- and this time she has friends! Still strong and independent, readers will love Feminist Baby as she continues to teach about feminism in a fresh, accessible way.

Teachers commonly talk about loving their students, yet no effort has been made to explore the powerful educational potential inherent in these loving feelings. Teaching with Love breaks new ground by paying careful, scholarly attention to the nature, the scope, the dimensions, and the variety of teacherly love. In a highly readable narrative that builds on the feminist notion of an ethic of care and draws from the fields of psychology and women's studies, this book examines and analyzes the experiences of two primary grade teachers as they set about trying to create and enact a vision of early childhood education centered around loving relationships.

Equality starts early, and it begins at home. As soon as girls are big enough to flip through a board book, they can understand the concept that girls are equal to boys. This book underscores that important idea with clear, simple illustrations and clever rhyming text. From encouraging girls to use their voice and to support other girls to showing them that beauty is on the inside to reminding them that no woman is free until all women are free, there are big lessons here, in a small and appealing package.

When Australian women’s liberationists challenged prevailing expectations of female domesticity, they were accused of being anti-mother and anti-child. Feminism and the Making of a Child Rights Revolution provides a much-needed reassessment of this stereotype. Drawing on extensive archival research and personal accounts, it places feminists at the forefront of a new wave of children’s rights activism that went beyond calls for basic protections for children, instead demanding their liberation. Historian Isobelle Barrett Meyering revisits this revolutionary approach and charts the debates it sparked within the women’s movement. Her examination of feminists’ ground-breaking campaigns on major social issues of the 1970s-from childcare to sex education to family violence-also reveals women’s concerted efforts to apply this ideal in their personal lives and to support children’s own activism. Feminism and the Making of a Child Rights Revolution sheds light on the movement’s expansive vision for social change and its lasting impact on the way we view the rights of women and children.

Feminists Researching Gendered Childhoods charts the evolving nature of feminist theory and research methods in childhood studies and the generative potential this holds for researchers, academics and educators to continue to push ideas and practices. The book traces the threads of affect and effect that feminist theories and methodologies have made over time to thinking more, and differently, about gender in childhood. In the wake of the 'new materialist turn' in feminist research, the book sought to address two pressing questions: what is especially new about feminist new materialism, and what is especially feminist about feminist new materialism. These questions are generative, troubling, unsettling and invited the contributors on an adventure that involved re-turning and reconfiguring ideas and practices about gender and childhood. Along with the editors, Jayne Osgood (UK), and Kerry H. Robinson (Australia), five key international feminist scholars, Mindy Blaise (Australia), Bronwyn Davies (Australia), Debbie Epstein (UK), Jen Lyttleton-Smith (UK), and Veronica Pacini-Ketchabaw (Canada) collaborated on this book project. Their reflective accounts capture the contribution of their own work and that of their peers, to advancing research practices and theorisations of gender in childhood. Having all approached the study of gendered childhoods in creative and critical ways, these important feminist researchers re-engage and critically reflect on their earlier work alongside their more contemporary contributions to the field. The book is as much about the processes involved in its creation as it about the material/digital end product. The chapters work with both familiar and unfamiliar feminist methodological frameworks that bring affect, materiality and embodiment, as well as textual representations of gender and childhood, into play. The book engages with, and generates artwork, poetry, photographs as a means to grapple with how gender, childhood, family, curriculum and policy have been, and might be researched. The book captures a lively, collaborative, feminist experiment that sought to make space for fresh conceptualisations of gender in childhood. Issues addressed include: social justice and transformative methodologies in childhood research; advancing theoretical perspectives that contribute to fresh understandings of gender in young children's lives; the ways that research into gender in childhood play out in educational agendas; and the specific gender issues perceived critical to address in contemporary childhoods lived in the post-Anthropocene.

The issues explored in The Feminist Classroom are as timely and controversial today as they were when the book first appeared six years ago. This expanded edition offers new material that rereads and updates previous chapters, including a major new chapter on the role of race. The authors offer specific new classroom examples of how assumptions of privilege, specifically the workings of unacknowledged whiteness, shape classroom discourses. This edition also goes beyond the classroom, to examine the present context of American higher education. Drawing on in-depth interviews and using the actual words of students and teachers, the authors take the reader into classrooms at six colleges and universities - Lewis and Clark College, Wheaton College, the University of Arizona, Towson State University, Spelman College, and San Francisco State University. The result is an intimate view of the pedagogical approaches of seventeen feminist college professors. Feminist scholars have demonstrated that American higher education has long represented a white, male, privileged minority. The professors here bring together the twin upheavals that have challenged this tradition: namely a rapidly changing student body and the more inclusive knowledge of feminist and multicultural scholarship. They uncover the voices, concerns and experiences of groups hitherto marginalized in higher education: women, people of color and working class students. Through concrete examples of classroom practice, the work of these professors challenge the traditional split between knowledge and pedagogy that has long characterized higher education.

To be a young mother is almost by definition to be considered an “unfit” mother. Thus, it is not surprising that young Canadian, U.S. and Australian mothers are often scorned, stigmatized and monitored. This is a book about being young, being a mother, and grappling with what it means to inhabit these two complex social positions. This book critiques the dominant, negative construction of young motherhood. Contributors reject the notion that the “ideal” mother is a 30ish, white, middle-class, able-bodied, married, heterosexual woman situated in a nuclear family. This collection privileges the insights and stories of a diverse array of young mothers such as; a young mother coerced into giving her child up for a adoption, a young queer mother who has been parenting a child borne by her trans partner and who is now pregnant herself and many more. The tales analyzed and recounted in the collection record experiences of pain and joy, frustration and success, struggle and resistance, oppression and empowerment. We invite readers to hear the all too often silenced stories of young mothers, to learn what prevents and what allows these mothers to lead lives of grit, determination, authenticity, and agency as they strive to lovingly care for themselves, their children, and in many cases, other young mothers.