ABSTRACT
Throughout this book we have identified new visions for primary education. The text has explored conceptual ‘dialogues’ between the study of childhood and the study of education. We have attempted to reunite the phases of education known respectively as early years and primary education through a developmental perspective. Parochialism, ethnocentrism and misplaced nostalgia based on personal reminiscence have been challenged through deployment of theory, evidence and a sense of educational history. We have appraised the effects of globalisation and marketisation and, in so doing, have scrutinised national/international policy control in relation to local agency.
