Pub Date : 2020-12-21DOI: 10.1177/2043610620970953
Laura Edwards
Childhood is a complex and socially constructed process with implications on the education of young children with issues of globalization as a powerful influence. This article presents a critical analysis of a focused ethnographic study in post-colonial rural southern Tanzania and argues a way forward in the global dialogue regarding the construction of diverse childhoods through the education of young children to balance these influences. Data was collected in rural villages of southern Tanzania including interviews, focus groups, observations from over 150 people and government and NGO policy analysis. This paper responds to the research question: whose constructs of childhood influence the opportunities young children have to learn in Ndogo villages? The larger study addresses additional significant questions and data. A critical analysis indicates decision makers, such as international donors and NGO’s, impose global influences on young children’s opportunities to learn by prioritizing resources for what they as outsiders’ value as knowledge. Although parents and local community members are essential members of a child’s life, their constructs of childhood are not valued and therefore, are either ignored or actively omitted from formal opportunities children have to learn. The findings urge scholars, NGOs, and policymakers to equally value different perspectives held by parents and community members regarding the substance of what is valuable knowledge.
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Pub Date : 2020-12-01DOI: 10.1177/2043610620977494
J. Ailwood
Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care. In this paper I will explore some threads of care in early childhood education and care. I make use of Braidotti’s concept of cartographies to critically examine aspects of care in early childhood education. A cartography enables an exploration of power and knowledge in relation to care. Care, like classrooms, is messy, relational, in action, situated and contextual. This examination of care enables the perceived connection between care as a necessary ‘good’ to be contested. Instead, care is mapped across multiple threads and potentials, threads that might sometimes be warm and sustaining, while sometimes being oppressive and stressful.
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Pub Date : 2020-12-01DOI: 10.1177/2043610620978509
L. Bryant
Almost every part of human society have been impacted by COVID-19 and it has exposed our world’s economic and social fault lines. How each country cared for their youngest members rapidly became obvious as one of those fault lines. Many countries had inadequate early education and care systems that quickly started to buckle under the impact of lockdowns. What happened in Australia, although unique in the exact way it played out, was essentially replicated around the world. Education and care of our youngest citizens was realised to be essential, market based care systems began to crumble, the government poured more subsidies into the system, and educators and teachers watched as their roles were reduced in the public’s eye to childminders. Educators and teachers had to take on more work as they sought to engage with children at home, and sought to keep themselves safe. Eventually the government granted everybody that needed it, free ‘childcare’, a move that would see economists, feminists and families call for it to remain free once the country re-opened. The main opposition party has now joined that call and we may see a legacy of a re-imagined education and care system in Australia in the wake of the pandemic.
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Pub Date : 2020-12-01DOI: 10.1177/2043610620978510
L. Heimer
Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.
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Pub Date : 2020-12-01DOI: 10.1177/2043610620979069
J. Ailwood, I-Fang Lee
As our world faces up to the global challenge of the COVID-19 pandemic, it has become clear that care is essential to the sustenance of all our lives. This moment in our shared time reflects Tronto and Fisher’s early definition of care as ‘species activity that includes everything we do to maintain, continue, and repair our ‘world’ so that we can live in it as well as possible’ (in Tronto, 1993: 103). This definition has been widely used as a spring board for thinking about care in many and varied contexts, and many of the papers in this issue cite this definition. Within posthuman philosophies this thinking with care has synergies with Haraway’s (2016) point that humans and more than humans are sympoietic, ‘making with’, not autopoietic or self-forming. Such an argument enables a foregrounding of relational ontologies and a resistance of the valorisation of rational, autonomous, and individual human life. Puig de la Bellacasa (2017) notes the connection between Tronto and Fisher’s definition, referring as it does to ‘our world’, and the sustenance of more than human. Indeed, it is the more than human virus simply taking care of itself, that has precipitated the global crisis we currently face (see also Arndt, this issue). As Gibbons (2007) argues, ‘education’s assimilation of care disrupts knowledge of who cares, how they care, where they care and why’ (p. 123). The pandemic has served to further highlight the politics of care, making space for public debate about who is worthy of care, who cares, for whom, and under what conditions. During the various lockdowns as the world’s countries responded to the pandemic, ‘essential workers’ continued their essential work, for example as medical practitioners, grocery store staff, cleaners and garbage collectors. As their children continued to require early childhood education and care, many early childhood educators became essential workers as well. While some early childhood provision remained available, many others closed their on-site classrooms, with early childhood educators expected to quickly find ways to engage with children online. These varied responses to COVID-19 lockdowns created educational equity issues. Issues such as accessibility to reliable internet connectivity and the affordability of to up-to-date digital devices to support remote/online learning have become ‘an elephant in the virtual room’. The widespread assumption is that everyone, including both the child and the early childhood educator/ teacher would be ‘okay’ moving to online teaching and learning during a global pandemic are paradoxical. While remote teaching and learning has responded to the potential COVID-19 risks to
随着我们的世界面临新冠肺炎大流行的全球挑战，护理对我们所有人的生活至关重要。这一时刻反映了Tronto和Fisher早期对护理的定义，即“物种活动，包括我们为维护、继续和修复我们的‘世界’所做的一切，以便我们能够尽可能地生活在其中”（Tronto，1993:103）。这一定义在许多不同的背景下被广泛用作思考护理的跳板，本期的许多论文都引用了这一定义。在后人类哲学中，这种谨慎的思考与Haraway（2016）的观点有协同作用，Haraway认为人类不仅仅是人类，而是交感的、“与之相处”的，而不是自我生成或自我形成的。这样的论点能够预见关系本体论，并抵制理性、自主和个人生命的价值化。Puig de la Bellacasa（2017）指出了Tronto和Fisher的定义之间的联系，因为它指的是“我们的世界”，以及人类以外的食物。事实上，正是这种不仅仅是人类病毒的自我照顾，才促成了我们目前面临的全球危机（另见阿恩特，这个问题）。正如Gibbons（2007）所说，“教育对护理的同化破坏了对谁护理、他们如何护理、他们在哪里护理以及为什么护理的了解”（第123页）。这场疫情进一步凸显了护理政治，为公众辩论谁值得护理、谁护理、为谁护理以及在什么条件下护理提供了空间。在世界各国应对疫情的各种封锁期间，“必要工人”继续他们的必要工作，例如医生、杂货店员工、清洁工和垃圾收集工。随着他们的孩子继续需要幼儿教育和照顾，许多幼儿教育工作者也成为了必不可少的工作者。虽然一些幼儿教育仍然可用，但许多其他学校关闭了现场教室，预计幼儿教育工作者将迅速找到与儿童在线互动的方法。这些对新冠肺炎封锁的不同反应引发了教育公平问题。可靠互联网连接的可访问性和支持远程/在线学习的最新数字设备的可负担性等问题已成为“虚拟房间里的大象”。人们普遍认为，在全球疫情期间，包括儿童和幼儿教育工作者/教师在内的每个人都可以“接受”在线教学，这是自相矛盾的。虽然远程教学应对了新冠肺炎的潜在风险
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Pub Date : 2020-12-01DOI: 10.1177/2043610620978508
Teresa K. Aslanian
Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.
{"title":"Every rose has its thorns: Domesticity and care beyond the dyad in ECEC","authors":"Teresa K. Aslanian","doi":"10.1177/2043610620978508","DOIUrl":"https://doi.org/10.1177/2043610620978508","url":null,"abstract":"Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"327 - 338"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41716317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1177/2043610620978491
I-Fang Lee
Care in the early years entails more than childcare. This paper has three major sections. In the first section, I begin with an introduction and a quick overview of the ECEC system in Australia. This snapshot of the Australian ECEC system presents a messy map of the care and education system for young children under a neoliberal political economy to elucidate what this may mean in the face of the COVID-19 pandemic. With this contextual background of the ECEC system in Australia, in the second section I discuss my theoretical, ethical, political, ontological, and epistemological positioning when re-imagining and reconceptualizing what a socially just ECEC landscape might look like through the lens of a feminism approach. This onto-epistemological discussion explains the shift toward a feminist approach and how this enables me to (re)think about care and education in the early years differently. Taking up this different set of analytical tools with a post-structural sensibility of the politics of caring, in the third section, I continue on to critical analyses and discussions, highlighting the paradoxes of care and education in the early years. A key aim of this paper is to un-settle the taken-for-granted ways of thinking and talking about ECEC in Australia. I build my discussions by unsettling the dominant ways of thinking about care and education in the early years to deconstruct the narrowed political rhetoric of care in the early years as childcare only. I assert such a critical analytical position requires a new language from a new onto-epistemological positioning to mobilize a different system of reasoning as a strategy for re-imagining a new landscape toward an ethical world with social justice and greater social inclusion for all children.
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Pub Date : 2020-12-01DOI: 10.1177/2043610620978507
A. Gibbons
In April 2020, during the COVID-19 Pandemic, New Zealand media reports revealed competing discourses of care in education. Specifically, the media narrated an apparent resistance to care evident in a primary and secondary teacher resistance to a return to school. While the resistance was clearly and explicitly concerned with care for teachers and their communities, at the same time a negation of caring occurred in the positioning of babysitting and caregiving as unreasonable activities for teachers. In this paper these different discourses are explored through a deconstruction of care. The first section of this paper explores deconstruction through a range of texts that explain and explore Derrida’s thinking. The paper then presents a positioning of care through one news media article. An analysis of one text that speaks to the meaning and problem of care in early childhood provides not just a reading of care in and as education, but also a reading of deconstruction as care. Through a reading of deconstruction as care, this paper offers an understanding of the positioning of caring in relation to teaching. Taking deconstruction as more than an attempt to make a case for caring (the saving of caring so to speak), this paper also takes up the challenge of the relationship between caring and not-caring, or the uncaring. Caring in relation to uncaring provides a way past the prescription and exploitation of caring as teaching and recognises the limits of a professionalisation of caring for practices of care. In the sense that deconstruction is care, the paper concludes with a re-imagining of teacher education through deconstruction.
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Pub Date : 2020-11-30DOI: 10.1177/2043610620974016
S. Arndt
This diffractive disruption of care in early years settings and pedagogies opens up to a provocation that perhaps we don’t know care at all. Driven by Puig de la Bellacasa’s questioning of the notion of care as not solely a human-only matter and applying that in relation to the early years, it explores what it might mean when we cannot know all that cares or is cared for when we include more-than-human elements and factors, and when what is care remains to a large extent uncertain. Explicating the complexity of care in the early years assemblage, the paper uses a philosophical diffractive reading as a method of turning and re-turning to emphasise the non-linearity and fluidity between the doing, receiving and thinking about care in a human and more-than-human world. It urges a push beyond expected understandings of care and thus also pedagogies, culminating in potentialities that re-view a world in which things and beings are increasingly recognised as crucial, influential and potentially care-ing.
早期环境和教学中对护理的这种衍射破坏，引发了一种我们可能根本不了解护理的挑衅。在Puig de la Bellacasa质疑护理不仅仅是人类的事情这一概念的推动下，并将其应用于早期，它探索了当我们不能知道所有的护理或被护理时，当我们包含了更多的人类元素和因素时，以及当什么是护理在很大程度上仍然不确定时，这可能意味着什么。阐述了早期集合中护理的复杂性，本文使用哲学衍射阅读作为一种转向和再转向的方法，强调了在人类世界和超越人类的世界中，对护理的做、接受和思考之间的非线性和流动性。它促使人们超越对关怀的预期理解，从而超越教育学，最终产生了重新审视世界的潜力，在这个世界中，事物和存在越来越被认为是至关重要的、有影响力的和潜在的关怀。
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Pub Date : 2020-11-24DOI: 10.1177/2043610620976142
Sydney Campbell, Carlo Cicero Oneto, M. Saini, Nona Attaran, N. Makansi, Raíssa Passos Dos Santos, S. Pukuma, F. Carnevale
During the COVID-19 pandemic, the lives of children and adolescents in resource-limited countries have been significantly impacted in complex ways, while largely having their interests overlooked. The purpose of this colloquium is to examine these impacts across seven resource-limited nations and apply an ethical lens to examine the ways in which children and adolescents have been treated impermissibly. We finish with recommendations and calls to action for key stakeholders to consider.
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