ABSTRACT
This introduction presents an overview of the key concept discussed in the subsequent chapter. It also highlights the critical relationships among knowledge, power, and voice and questions the underlying assumptions that contribute to the construction of a dominant discourse in education. The need for a professional, nationally organized field of early childhood teacher education is currently a high priority for the policy agendas of governments in the developing world. The teaching and learning processes that occur within this space of pedagogical hybridity may subsequently constitute pedagogy of third space. Globalization is having a profound impact on educational policy. Rui notes that while on one hand policy is created in a highly contextualized manner and is implemented in a very context-driven way; on the other hand it also tends to travel globally, having a deep impact on places far away from its origins. This fact increases the relevance of and need for comparative research on educational policy.
