Pedagogies of Educational Transitions

This book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.

• educational transitions
• starting school
• pedagogies of educational transitions
• POET
• educational transitions - Indigenous
• social justice
• borderlands
• educational transitions - rites of passage
• educational transitions - continuity
• Australia
• Iceland
• New Zealand
• Scotland

“I find the book interesting and the authors raise some important issues related to the transition process that most countries are struggling with. As an anthology, one of the books’ strengths is to give a broad picture of the transition from different angles.” (Elisabeth Bjørnestad, Oslo and Akershus University College of Applied Sciences, Oslo, Norway)

“This manuscript makes an original contribution to the field of early childhood, pedagogy and transition research from policy through to practice covering Nordic, British and Antipodean research. Diversity and Inclusion in transition to school is particularly well written and conceptualized. All of the chapters in this section are thought provoking and rouse the reader into wanting to challenge accepted ideas concerning diversity, inclusive perspectives and traditional practices in relation to pedagogies associated with educational transitions.” (Megan Adams, Monash University, Berwick VIC, Australia)

“This is a very complete book with a very interesting structure and content.”(Inge Johansson, Stockholm University, Stockholm, Sweden)

• University of Waikato, Hamilton, New Zealand

  Nadine Ballam

• Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Albury, Australia

  Bob Perry

• Mälardalen University, Västerås, Sweden

  Anders Garpelin

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