By offering practical steps for adults who work with young children to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves, this book increases awareness about gender diversity in learning environments such as child care centres, family child care homes and preschools. The book is based on some of the most progressive, modern understandings of gender and intersectionality, as well as research on child development, gender health, trauma informed practices and the science of adult learning. By including the voices and lived experiences of gender-expansive children, transgender adults, early childhood educators and parents and family members of trans and gender-expansive children, it contextualizes what it means to rethink early learning programs with a commitment to gender justice and gender equality for all children.
During the late nineteenth century, many countries across Europe adopted national legislation that required employers to compensate workers injured or killed in accidents at work. These laws suggested that the risk of accidents was inherent to work and not due to individual negligence. By focusing on Britain, Germany, and Italy during this time, Julia Moses demonstrates how these laws reflected a major transformation in thinking about the nature of individual responsibility and social risk. The First Modern Risk illuminates the implications of this conceptual revolution for the role of the state in managing problems of everyday life, transforming understandings about both the obligations and rights of individuals. Drawing on a wide array of disciplines including law, history, and politics, Moses offers a fascinating transnational view of a pivotal moment in the evolution of the welfare state.
By offering practical steps for adults who work with young children to build inclusive and intentional spaces where all children receive positive messages about their unique gender selves, this book increases awareness about gender diversity in learning environments such as child care centres, family child care homes and preschools. The book is based on some of the most progressive, modern understandings of gender and intersectionality, as well as research on child development, gender health, trauma informed practices and the science of adult learning. By including the voices and lived experiences of gender-expansive children, transgender adults, early childhood educators and parents and family members of trans and gender-expansive children, it contextualizes what it means to rethink early learning programs with a commitment to gender justice and gender equality for all children.
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