Books & Chapters
Books
Developmentalism in Early Childhood and Middle Grades Education: Critical Conversations on Readiness and Responsiveness
Kyunghwa Lee & Mark D. Vagle
In this book, the contributors challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century's grand developmental theories. Instead of assuming universal stages and age norms, this book facilitates a dialogue about the ways in which the universal and linear notions of development reinforce each other across fields and how the fields can be continually reimagined using multiple perspectives–post-structual, Buddhist, Bakhtinian, etc.–on growth and change.
Dismantling the Disabling Environments of Education: Creating new cultures and environments for accommodating difference
Peter Smagorinsky, Joseph Tobin, & Kyunghwa Lee
This book challenges assumptions that view people of difference to be "abnormal," that isolate attention to their difference solely in the individual, that treat areas of difference as matters of deficiency, and that separate youth of difference from the mainstream and treat them as pathologized. As outsiders to mainstream special education, the authors of this collection take a more social and cultural perspective that views the surrounding social environment as at least as problematic as any point of difference in any individual. Most of the scholars contributing to this volume work with preservice and inservice teachers and grapple with issues of curriculum and pedagogy.
Yonghee Hong, Kyunghwa Lee, Jihi Bae, & Hoewook Chung
This is a Korean translation of Studying children in context: Theories, methods, and ethics, published by M. Elizabeth Graue and Daniel J. Walsh in 1998.
Book Chapters
Lee, K. (2021). Becoming ADHD in U.S. public early childhood classrooms: Childhood amidst accountability policies. In N. Yelland, L. E. Peters, N. Fairchild, M. Tesar, & M. S. Pérez (Eds.), Handbook of global childhoods (pp. 580-594). Thousand Oaks, CA: Sage.
Lee, K., Kwon, J., & Oh, J. (2019). Refusing to become a drifter: A preschooler’s resistance to the transition to a special education classroom. In P. Smagorinsky, J. Tobin, & K. Lee (Eds.), Dismantling the disabling environments of education: Creating new cultures and environments for accommodating difference (pp. 114-137). New York: Peter Lang.
Smagorinsky, P., Tobin, J., & Lee, K. (2019). Introduction. In P. Smagorinsky, J. Tobin, & K. Lee (Eds.), Dismantling the disabling environments of education: Creating new cultures and environments for accommodating difference (pp. 1-22). New York: Peter Lang.
Lee, K., & Vagle, M. D. (2012). Volume editors’ paperback preface. In K. Lee & M. D. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. vii-x). New York: Palgrave Macmillan.
Lee, K. (2010). Are they ready yet? In K. Lee & M. D. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 11-15). New York: Palgrave Macmillan.
Lee, K. (2010). Who is normal? Who is abnormal? Rethinking child development from a cultural psychological perspective. In K. Lee & M. D. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 35-58). New York: Palgrave Macmillan.
Lee, K., & Vagle, M.D. (2010). General introduction: Developmentalism and the need for critical conversations within and across the fields. In K. Lee & M. D. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 1-9). New York: Palgrave Macmillan.
Lee, K., & Vagle, M.D. (2010). Conversations across fields. In K. Lee & M. D. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 209-211). New York: Palgrave Macmillan.
Conklin, H., & Lee, K. (2010). Walking the borderland. In K. Lee & M. Vagle (Eds.), Developmentalism in early childhood and middle grades education: Critical conversations on readiness and responsiveness (pp. 233-254). New York: Palgrave Macmillan.