This edited volume provides a critical discussion of globalization and transformation, considering the cultural contexts of early childhood education systems as discourses as well as concrete phenomena and ‘lived experience.’ The book focuses on theoretical explorations and critical discourses at the level of education policy (macro), the level of institutions (meso), and the level of social interactions (micro). The chapters offer a wide range of interpretative, contextualized perspectives on early childhood education as a cultural construct.
