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Critical Theory and Inclusive Transitions to School

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Transitions to School - International Research, Policy and Practice

Abstract

In the context of inclusive educational policies, traditional understandings of children’s readiness for school are called into question. Readiness notions and grade retention practices are incompatible with contemporary Australian definitions of inclusion that incorporate children’s participation rights, their sense of belonging and being valued and their sustained progress in learning. Critical and post-structuralist theories frame re-conceptualisation of transitions to school as a longer-term, multifaceted process of supported change that makes non-stigmatising provision for the diverse range of Australian children, families and communities. Effective transition processes that support the participation rights of all children involve critical reflection on policy and practice within both early childhood education and care (ECEC) and school settings. Schools that are ready for the diverse range of school entrants engage in collaborative partnerships to support equitable provision for transitions, regardless of children’s abilities or backgrounds.

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Author information

Authors and Affiliations

  1. School of Early Childhood, Queensland University of Technology, Brisbane, Australia

    Anne Petriwskyj

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  1. Anne Petriwskyj
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Correspondence to Anne Petriwskyj .

Editor information

Editors and Affiliations

  1. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Bob Perry

  2. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Sue Dockett

  3. School of Early Childhood, Queensland University of Technology, Kelvin Grove, Queensland, Australia

    Anne Petriwskyj

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Petriwskyj, A. (2014). Critical Theory and Inclusive Transitions to School. In: Perry, B., Dockett, S., Petriwskyj, A. (eds) Transitions to School - International Research, Policy and Practice. International perspectives on early childhood education and development, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7350-9_15

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