Beth Blue Swadener
Biographic Data
| ID | 150702 |
|---|---|
| NAME | Beth Blue Swadener |
| GIVEN NAMES | Beth Blue |
| FAMILY NAME | Swadener |
| SIGNATURE | SWADENER B B |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Reciprocal mentorship and Rece journeys: An intergenerational dialogue
This essay brings together three intergenerational colleagues, two RECE founders, and a mid-career colleague, engaged in reciprocal mentorship, collaborative projects, and research focused on child care, critical policy studies, and global childhoods. We explore our encounters with RECE and how we have engaged with, been influenced by, and found various collaborative spaces through our reconceptualist/RECE experiences. In our dialogue, we discuss…
Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions
Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailin…
Child care and Covid: Precarious communities in distanced times
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university
Using a collaborative critical personal narrative methodology grounded in intersectionality, we interrogated tensions in identifying ourselves as tempered radicals and scholar‐activists who were involved in a local university‐community activist organization. We assert the value of informal activist spaces within the university and identify issues related to the lack of recognition of scholar‐activism as legitimate scholarship, including the parad…
The Routledge International Handbook of Young Children’s Rights
"Marking the 30th anniversary of the United Nations Convention on the Rights of the Child (UNCRC), this seminal handbook will provide an authoritative, critical overview of the diverse ways that the rights of children aged 0 - 8 are respected or neglected throughout the world, and will consider how policy, practice, and research might address the barriers to universal respect for children's rights. Drawing together original contributions from wor…
Local to Global Justice: Roles of Student Activism in Higher Education, Leadership Development, and Community Engagement
This study examined how organizing an annual social justice forum and festival through involvement in a multi-issue, progressive, activist student organization called Local to Global Justice (LTGJ; www.localtoglobal.org) impacted students’ academic experiences and professional development (e.g., scholar-activism, critical thinking, applied learning), leadership development, and community engagement and activism. Current and alumni student leaders…
Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump
This essay focuses on the important, but often taken-for-granted, roles that mentoring and collaborative inquiry play in rethinking childhood studies and situates our work in a time of resurgent racism and xenophobia in the United States—as well as invigorated movements to affirm human rights and social justice. It represents a co-mentoring dialogue, spanning over a decade, about the complexities of embodying critical, activist scholarship within…
Childrenʼs Rights and Education: International Perspectives
Education rights can be thought of as comprising rights to, in, and through education. The idea of quality in education is bound up with all three. On returning to power in 2007, the Nicaraguan Sandinista government outlawed all charges for public schools. This made education free of charge (though not free of costs) and represented significant progress toward fulfilling the right to education. However, with no corresponding budget increase, this…
Decolonizing Performances: Deconstructing the Global Postcolonial
Multicultural Library
Critical Personal Narrative and Autoethnography in Education: Reflections on a Genre
As critical educators, we are frequently searching for provocative texts to inform our scholarship and teaching, as well as to strengthen the connections we make between theory and praxis. Our research has used narrative inquiry, collaborative ethnography, and applied semiotics. Between us, we share an identity and scholarship in critical and feminist curriculum theory. Our work interrogates risk/ deficit images of children, youth, and families, …
"Reframing the "Field
Critical Personal Narrative and Autoethnography in Education: Reflections on a Genre
As critical educators, we are frequently searching for provocative texts to inform our scholarship and teaching, as well as to strengthen the connections we make between theory and praxis. Our research has used narrative inquiry, collaborative ethnography, and applied semiotics. Between us, we share an identity and scholarship in critical and feminist curriculum theory. Our work interrogates risk/ deficit images of children, youth, and families, …
Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university
Using a collaborative critical personal narrative methodology grounded in intersectionality, we interrogated tensions in identifying ourselves as tempered radicals and scholar‐activists who were involved in a local university‐community activist organization. We assert the value of informal activist spaces within the university and identify issues related to the lack of recognition of scholar‐activism as legitimate scholarship, including the parad…
"Reframing the "Field
Child care and Covid: Precarious communities in distanced times
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
Local to Global Justice: Roles of Student Activism in Higher Education, Leadership Development, and Community Engagement
This study examined how organizing an annual social justice forum and festival through involvement in a multi-issue, progressive, activist student organization called Local to Global Justice (LTGJ; www.localtoglobal.org) impacted students’ academic experiences and professional development (e.g., scholar-activism, critical thinking, applied learning), leadership development, and community engagement and activism. Current and alumni student leaders…
Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump
This essay focuses on the important, but often taken-for-granted, roles that mentoring and collaborative inquiry play in rethinking childhood studies and situates our work in a time of resurgent racism and xenophobia in the United States—as well as invigorated movements to affirm human rights and social justice. It represents a co-mentoring dialogue, spanning over a decade, about the complexities of embodying critical, activist scholarship within…
Critical Personal Narrative and Autoethnography in Education: Reflections on a Genre
As critical educators, we are frequently searching for provocative texts to inform our scholarship and teaching, as well as to strengthen the connections we make between theory and praxis. Our research has used narrative inquiry, collaborative ethnography, and applied semiotics. Between us, we share an identity and scholarship in critical and feminist curriculum theory. Our work interrogates risk/ deficit images of children, youth, and families, …
"Reframing the "Field
Multicultural Library
Decolonizing Performances: Deconstructing the Global Postcolonial
Childrenʼs Rights and Education: International Perspectives
Education rights can be thought of as comprising rights to, in, and through education. The idea of quality in education is bound up with all three. On returning to power in 2007, the Nicaraguan Sandinista government outlawed all charges for public schools. This made education free of charge (though not free of costs) and represented significant progress toward fulfilling the right to education. However, with no corresponding budget increase, this…
Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump
This essay focuses on the important, but often taken-for-granted, roles that mentoring and collaborative inquiry play in rethinking childhood studies and situates our work in a time of resurgent racism and xenophobia in the United States—as well as invigorated movements to affirm human rights and social justice. It represents a co-mentoring dialogue, spanning over a decade, about the complexities of embodying critical, activist scholarship within…
Local to Global Justice: Roles of Student Activism in Higher Education, Leadership Development, and Community Engagement
This study examined how organizing an annual social justice forum and festival through involvement in a multi-issue, progressive, activist student organization called Local to Global Justice (LTGJ; www.localtoglobal.org) impacted students’ academic experiences and professional development (e.g., scholar-activism, critical thinking, applied learning), leadership development, and community engagement and activism. Current and alumni student leaders…
The Routledge International Handbook of Young Children’s Rights
"Marking the 30th anniversary of the United Nations Convention on the Rights of the Child (UNCRC), this seminal handbook will provide an authoritative, critical overview of the diverse ways that the rights of children aged 0 - 8 are respected or neglected throughout the world, and will consider how policy, practice, and research might address the barriers to universal respect for children's rights. Drawing together original contributions from wor…
Child care and Covid: Precarious communities in distanced times
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university
Using a collaborative critical personal narrative methodology grounded in intersectionality, we interrogated tensions in identifying ourselves as tempered radicals and scholar‐activists who were involved in a local university‐community activist organization. We assert the value of informal activist spaces within the university and identify issues related to the lack of recognition of scholar‐activism as legitimate scholarship, including the parad…
Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions
Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailin…
Reciprocal mentorship and Rece journeys: An intergenerational dialogue
This essay brings together three intergenerational colleagues, two RECE founders, and a mid-career colleague, engaged in reciprocal mentorship, collaborative projects, and research focused on child care, critical policy studies, and global childhoods. We explore our encounters with RECE and how we have engaged with, been influenced by, and found various collaborative spaces through our reconceptualist/RECE experiences. In our dialogue, we discuss…
Sociology (11 works) · Political science (10 works) · Gender Studies (5 works) · Pedagogy (5 works) · Psychology (5 works) · Children's Rights and Participation (4 works) · Early Childhood Education and Development (4 works) · Gender Studies (4 works) · Law (4 works) · Narrative (4 works)