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In this response, Rofrano argues that Johnson ( Contemporary Issues in Early Childhood, 1, pp. 61–77) positioned himself implicitly within academic rationalist discourse by using formal academic language, and positioned those who support Reggio as existing outside that frame. Rofrano shows that Johnson used more informal, emotional language in his description of early childhood educators who support Reggio and in so doing perpetuated one of the discourses which he set out to critique.

A Response to ‘Colonialism and Cargo Cults in Early Childhood Education: Does Reggio Emilia Really Exist?’ (Johnson, 1999)