Pub Date : 2023-01-23DOI: 10.1177/14639491221148754
Cassie Sorrells, Samara Madrid Akpovo, Meghan Leclerc
Dominant narratives of teacher emotion in early care and education rely on historical discourses of white femininity and white maternalism to position early childhood teachers as naturally adept and selfless caretakers of young children. Missing from these narratives, however, is the reality that emotion-display rules and norms are often enforced on teachers through surveillance and social control, and that teachers whose emotion displays veer outside the bounds of the dominant narratives experience punitive professional and personal backlash. This qualitative case study utilizes critical narrative analysis and post-structural feminist perspectives to explore the emotional experiences of Lauren, a white, female infant/toddler teacher, as she navigated the emotional experience of teaching during the early days of the COVID-19 pandemic in the USA. The data is drawn from a larger study guided by the following research question: “What are the emotional experiences of early childhood teachers during the COVID-19 pandemic?” The findings in this article leverage Michel Foucault's concept of the “docile body” and Sara Ahmed's concept of the “willful subject” to interpret themes of discursive enforcement and teacher resistance to teacher emotion-display norms and rules. These findings problematize the dominant construction of the idealized emotional landscape of early care and education and present in its place a portrait of surveillance and resistance in a discursive struggle of power against emotional will.
{"title":"The infant/toddler teacher as willful subject: A critical narrative analysis of gendered discursive regimes in US-based early care and education","authors":"Cassie Sorrells, Samara Madrid Akpovo, Meghan Leclerc","doi":"10.1177/14639491221148754","DOIUrl":"https://doi.org/10.1177/14639491221148754","url":null,"abstract":"Dominant narratives of teacher emotion in early care and education rely on historical discourses of white femininity and white maternalism to position early childhood teachers as naturally adept and selfless caretakers of young children. Missing from these narratives, however, is the reality that emotion-display rules and norms are often enforced on teachers through surveillance and social control, and that teachers whose emotion displays veer outside the bounds of the dominant narratives experience punitive professional and personal backlash. This qualitative case study utilizes critical narrative analysis and post-structural feminist perspectives to explore the emotional experiences of Lauren, a white, female infant/toddler teacher, as she navigated the emotional experience of teaching during the early days of the COVID-19 pandemic in the USA. The data is drawn from a larger study guided by the following research question: “What are the emotional experiences of early childhood teachers during the COVID-19 pandemic?” The findings in this article leverage Michel Foucault's concept of the “docile body” and Sara Ahmed's concept of the “willful subject” to interpret themes of discursive enforcement and teacher resistance to teacher emotion-display norms and rules. These findings problematize the dominant construction of the idealized emotional landscape of early care and education and present in its place a portrait of surveillance and resistance in a discursive struggle of power against emotional will.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44747473","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 : 2022-12-22DOI: 10.1177/14639491221144492
Charlotte Löthman
This study examines preschool practitioners’ accounts of managing newly arrived children's double transition into rural preschools with little previous experience of migration. The narratives are analysed through Bakhtin's theory of dialogism. The analysis reveals that the practitioners at first found the migrant children's double transition troublesome and challenging. Eventually, they started to reflect critically on their own culturally endorsed beliefs and practices, and took a dialogical approach that helped them to adjust their practices to the needs of the newly arrived children. The results show that in order to support the inclusion of the migrant children, the practitioners themselves had to go through a process that included a change of mindset and a change of practice. Hence, to manage the children's double transition, the practitioners needed to make a dual adjustment.
{"title":"Managing newly arrived children's double transition: Towards inclusionary practices in rural Swedish preschools","authors":"Charlotte Löthman","doi":"10.1177/14639491221144492","DOIUrl":"https://doi.org/10.1177/14639491221144492","url":null,"abstract":"This study examines preschool practitioners’ accounts of managing newly arrived children's double transition into rural preschools with little previous experience of migration. The narratives are analysed through Bakhtin's theory of dialogism. The analysis reveals that the practitioners at first found the migrant children's double transition troublesome and challenging. Eventually, they started to reflect critically on their own culturally endorsed beliefs and practices, and took a dialogical approach that helped them to adjust their practices to the needs of the newly arrived children. The results show that in order to support the inclusion of the migrant children, the practitioners themselves had to go through a process that included a change of mindset and a change of practice. Hence, to manage the children's double transition, the practitioners needed to make a dual adjustment.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44933255","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 : 2022-12-01DOI: 10.1177/14639491211073973
A. Murphy
Theorising Posthuman Childhood Studies, by Karen Malone, Marek Tesar and Sonja Arndt, is a comprehensive study of how posthuman and new materialist perspectives are being activated in childhood studies to disrupt dominant developmental, social constructivist and theoretical conceptualisations of children and childhoods. However, rather than discarding these frames altogether, the book works to create a ‘critical bridge’ between historical and contemporary configurations of children and their childhoods, examining the ways in which these configurations inform one another. The sixth title in the Springer series Children: Global Posthumanist Perspectives and Materialist Theories, Theorising Posthuman Childhood Studies examines materiality (with artefacts, toys, homes, educational settings, landscapes, animals, food, popular culture, the air, the weather, bodies, relations, identities and sexualities as given examples) in the ordinary moments of children’s daily lives, giving special consideration to Māori, Pasifika, Australasian and Global South views of children and childhoods. By highlighting Global South childhoods and making underrepresented perspectives in childhood studies visible, the book challenges universalising discourses in childhood studies and shows the need for more complex understandings of the mundane everyday relationships in children’s lives. In the tradition of James et al.’s (1998) Theorizing Childhood, Malone et al.’s Theorising Posthuman Childhood Studies engages with the sociology of childhoods, effectively reconceptualising this framework for the shifting and uneven conditions of the Anthropocene. The introductory chapter maps the lines of relation between childhood studies, philosophy and education. The authors acknowledge that contemporary configurations of childhood are grounded in the ideas of predominantly white-male European philosophers. However, they argue that all philosophy holds implications for the philosophy of children and childhoods. The book argues that although ‘children’ and ‘childhoods’ are widely contested terms, they offer a conceptual lens that can be generative when approached through diverse and non-linear perspectives. In philosophy, it has been argued that childhood is a modern invention for which there was no conceptualisation in medieval times. From this perspective, ‘childhoods’ is a modern construct that has been created to serve the values and functions of adults and societies at large. Given the historical role of children as labourers with very little protection from abuse by adults, the United Nations Convention on the Rights of the Child was created to provide protection and provision to children by way of governance (Office of the High Commissioner, 1989). As this chapter points out, this Book Review
Karen Malone, Marek Tesar和Sonja Arndt的《后人类童年研究理论化》是对后人类和新唯物主义观点如何在儿童研究中被激活的全面研究，以破坏儿童和童年的主流发展，社会建构主义和理论概念化。然而，这本书并没有完全抛弃这些框架，而是在儿童和他们的童年的历史和当代配置之间建立了一座“关键的桥梁”，研究了这些配置相互告知的方式。施普林格系列的第六部作品《全球后人类主义视角和唯物主义理论》将后人类童年研究理论化，考察儿童日常生活中平凡时刻的物质化(以人工制品、玩具、家庭、教育环境、风景、动物、食物、流行文化、空气、天气、身体、关系、身份和性为例)，特别考虑Māori、Pasifika、澳大利亚和全球南方对儿童和童年的看法。通过突出全球南方的儿童，使儿童研究中未被充分代表的观点可见，这本书挑战了儿童研究中普遍存在的话语，并表明需要对儿童生活中平凡的日常关系进行更复杂的理解。在James et al.(1998)的《童年理论化》(Theorizing Childhood)的传统中，Malone et al.的《后人类童年研究理论化》(Theorizing Posthuman Childhood Studies)涉及童年社会学，有效地重新概念化了这一框架，以应对人类世的变化和不平衡状况。引言一章描绘了童年学习、哲学和教育之间的关系。作者承认，当代儿童的形态是以白人男性为主的欧洲哲学家的思想为基础的。然而，他们认为所有的哲学对儿童和童年的哲学都有影响。这本书认为，虽然“儿童”和“童年”是广泛争议的术语，但它们提供了一个概念性的镜头，当通过不同和非线性的视角来看待时，可以产生。在哲学中，人们一直认为童年是一种现代发明，在中世纪没有概念化。从这个角度来看，“童年”是一个现代的概念，被创造出来服务于成年人和整个社会的价值观和功能。鉴于儿童作为劳工的历史作用，很少受到成年人虐待的保护，因此制定了《联合国儿童权利公约》，以便通过管理的方式向儿童提供保护和供给(高级专员办事处，1989年)。正如本章所指出的，这篇书评
{"title":"Book Review: Theorising posthuman childhood studies by Karen Malone, Marek Tesar and Sonja Arndt","authors":"A. Murphy","doi":"10.1177/14639491211073973","DOIUrl":"https://doi.org/10.1177/14639491211073973","url":null,"abstract":"Theorising Posthuman Childhood Studies, by Karen Malone, Marek Tesar and Sonja Arndt, is a comprehensive study of how posthuman and new materialist perspectives are being activated in childhood studies to disrupt dominant developmental, social constructivist and theoretical conceptualisations of children and childhoods. However, rather than discarding these frames altogether, the book works to create a ‘critical bridge’ between historical and contemporary configurations of children and their childhoods, examining the ways in which these configurations inform one another. The sixth title in the Springer series Children: Global Posthumanist Perspectives and Materialist Theories, Theorising Posthuman Childhood Studies examines materiality (with artefacts, toys, homes, educational settings, landscapes, animals, food, popular culture, the air, the weather, bodies, relations, identities and sexualities as given examples) in the ordinary moments of children’s daily lives, giving special consideration to Māori, Pasifika, Australasian and Global South views of children and childhoods. By highlighting Global South childhoods and making underrepresented perspectives in childhood studies visible, the book challenges universalising discourses in childhood studies and shows the need for more complex understandings of the mundane everyday relationships in children’s lives. In the tradition of James et al.’s (1998) Theorizing Childhood, Malone et al.’s Theorising Posthuman Childhood Studies engages with the sociology of childhoods, effectively reconceptualising this framework for the shifting and uneven conditions of the Anthropocene. The introductory chapter maps the lines of relation between childhood studies, philosophy and education. The authors acknowledge that contemporary configurations of childhood are grounded in the ideas of predominantly white-male European philosophers. However, they argue that all philosophy holds implications for the philosophy of children and childhoods. The book argues that although ‘children’ and ‘childhoods’ are widely contested terms, they offer a conceptual lens that can be generative when approached through diverse and non-linear perspectives. In philosophy, it has been argued that childhood is a modern invention for which there was no conceptualisation in medieval times. From this perspective, ‘childhoods’ is a modern construct that has been created to serve the values and functions of adults and societies at large. Given the historical role of children as labourers with very little protection from abuse by adults, the United Nations Convention on the Rights of the Child was created to provide protection and provision to children by way of governance (Office of the High Commissioner, 1989). As this chapter points out, this Book Review","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"504 - 507"},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65626389","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 : 2022-12-01DOI: 10.1177/14639491221139314
Elaine Beltran-Sellitti, Tahmina Shayan
Public art is placed in relation to its surroundings, conveying messages that are open to interpretation and thus proposing conversations between art/aesthetics, geography, histories and the subjectivity of the viewer. As such, it can engender possibilities to ‘politicize our relations with place’. Embracing the vision of a multidisciplinary assignment for an introductory course on place relations for first-year students in a Canadian teaching university, the authors designed an assignment of living inquiry with public art. The students placed themselves in relation to the art piece by studying the surrounding area of the artwork, embracing the propositions of the piece, and responding to those propositions artistically and through writing. What does it mean to live on Indigenous land? It was imperative to introduce conversations about the different but interconnected concepts of place and land that house public art pieces. The authors envisioned teacher education beyond the limits of a positivist dominant developmental lens that constrains holistic and critical possibilities to embrace decolonial acts. They asked: How might pre-service education disrupt the colonial inheritance and practices rooted in early childhood education? The students critically reflected on their geopolitical position, the contemporary issues of our time and the implications for their journey of becoming educators.
{"title":"Encounters with public art in teacher education: Timely pedagogies disrupting colonial relations with place","authors":"Elaine Beltran-Sellitti, Tahmina Shayan","doi":"10.1177/14639491221139314","DOIUrl":"https://doi.org/10.1177/14639491221139314","url":null,"abstract":"Public art is placed in relation to its surroundings, conveying messages that are open to interpretation and thus proposing conversations between art/aesthetics, geography, histories and the subjectivity of the viewer. As such, it can engender possibilities to ‘politicize our relations with place’. Embracing the vision of a multidisciplinary assignment for an introductory course on place relations for first-year students in a Canadian teaching university, the authors designed an assignment of living inquiry with public art. The students placed themselves in relation to the art piece by studying the surrounding area of the artwork, embracing the propositions of the piece, and responding to those propositions artistically and through writing. What does it mean to live on Indigenous land? It was imperative to introduce conversations about the different but interconnected concepts of place and land that house public art pieces. The authors envisioned teacher education beyond the limits of a positivist dominant developmental lens that constrains holistic and critical possibilities to embrace decolonial acts. They asked: How might pre-service education disrupt the colonial inheritance and practices rooted in early childhood education? The students critically reflected on their geopolitical position, the contemporary issues of our time and the implications for their journey of becoming educators.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"421 - 434"},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801168","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}
{"title":"Contesting the hegemony of developmentalism in pre-service early childhood education and care: Critical discourses and new directions","authors":"","doi":"10.1177/14639491221139065","DOIUrl":"https://doi.org/10.1177/14639491221139065","url":null,"abstract":"feminist thought, care ethics, critical pedagogies, critical race theory, decolonial studies, disability studies, disability studies and critical race theory (DisCrit), feminisms, Indigenous studies, post-developmentalism and queer studies","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"23 1","pages":"371 - 375"},"PeriodicalIF":1.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42103191","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 : 2022-11-29DOI: 10.1177/14639491221141726
S. Arndt, Clare Bartholomaeus
Curricula and policy documents in Australia and elsewhere commonly call for early childhood teachers to nurture cultural belonging for young children and their families. Meanwhile, there remains a critical gap in addressing teachers’ cultural belonging. In this article, the authors consider early childhood teachers’ culture stories and identities, drawing on an exploratory project involving four teachers from early childhood settings in Melbourne. They use Julia Kristeva's philosophy on subject formation and the Other to explore teachers’ identities as never fully knowable, even to themselves. Reflecting on teachers’ stories through Kristeva's philosophical approach to the subject in process (through the elements of the semiotic, love, abjection and revolt) offers the potential for increasingly nuanced insights into intercultural relations within teaching teams. Thinking through these culture stories creates a space for teachers’ identity constructions to strengthen cultural well-being, belonging and intercultural understanding in early childhood teaching teams and communities.
{"title":"What about teachers’ cultures? Elevating early childhood teachers’ culture stories through a Kristevan lens","authors":"S. Arndt, Clare Bartholomaeus","doi":"10.1177/14639491221141726","DOIUrl":"https://doi.org/10.1177/14639491221141726","url":null,"abstract":"Curricula and policy documents in Australia and elsewhere commonly call for early childhood teachers to nurture cultural belonging for young children and their families. Meanwhile, there remains a critical gap in addressing teachers’ cultural belonging. In this article, the authors consider early childhood teachers’ culture stories and identities, drawing on an exploratory project involving four teachers from early childhood settings in Melbourne. They use Julia Kristeva's philosophy on subject formation and the Other to explore teachers’ identities as never fully knowable, even to themselves. Reflecting on teachers’ stories through Kristeva's philosophical approach to the subject in process (through the elements of the semiotic, love, abjection and revolt) offers the potential for increasingly nuanced insights into intercultural relations within teaching teams. Thinking through these culture stories creates a space for teachers’ identity constructions to strengthen cultural well-being, belonging and intercultural understanding in early childhood teaching teams and communities.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43923663","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 : 2022-11-29DOI: 10.1177/14639491221137748
R. Pontier, David Riera
This article focuses on self-identified Spanish-speaking early childhood educators’ experiences with and views of bilingualism as they learned about translanguaging—a dynamic, liberatory, and culturally and linguistically sustaining theory and practice of language. Artifacts and conversations with teachers showed that, counter to many of their painful experiences with language and bilingualism, they believed in and cultivated an education of care, which often included creating translanguaging spaces where Spanish was both expected and highly valued. In turn, the teachers believed that their protection of and support for Spanish would serve as a foundation on which children and families could grow their bilingualism.
{"title":"Self-identified Spanish-speaking early childhood educators abriendo puertas for bilingualism through a care-based linguistic stewardship of Spanish","authors":"R. Pontier, David Riera","doi":"10.1177/14639491221137748","DOIUrl":"https://doi.org/10.1177/14639491221137748","url":null,"abstract":"This article focuses on self-identified Spanish-speaking early childhood educators’ experiences with and views of bilingualism as they learned about translanguaging—a dynamic, liberatory, and culturally and linguistically sustaining theory and practice of language. Artifacts and conversations with teachers showed that, counter to many of their painful experiences with language and bilingualism, they believed in and cultivated an education of care, which often included creating translanguaging spaces where Spanish was both expected and highly valued. In turn, the teachers believed that their protection of and support for Spanish would serve as a foundation on which children and families could grow their bilingualism.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131547","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 : 2022-11-29DOI: 10.1177/14639491221137900
Criss Jones Diaz, Beatriz Cardona, Paola Escudero Neyra
Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited attention given to research on the role of early childhood education in supporting and extending children's home languages. Within this context, using data from a larger study on early multilingual education, this article builds on empirical data from interviews with four educators representing two early childhood education settings. This article aims to examine the educators’ perspectives of their settings’ policy and practice, in the absence of broader curriculum frameworks, regarding their role in extending children's home languages. Despite this policy gap, the authors explore how these settings facilitated the diverse linguistic and cultural assets of children and families by supporting and extending children's home languages. Drawing on Bourdieu's framework of social practice, they examine various pedagogical approaches implemented at the settings that validated children's multilingualism, and explore the range of opportunities afforded to multilingual children in using their home languages at the settings. The findings reveal that despite the educators’ well-developed understandings of the benefits of early multilingualism, there is some confusion regarding appropriate pedagogical approaches for multilingual support in early childhood education.
{"title":"Exploring the perceptions of early childhood educators on the delivery of multilingual education in Australia: Challenges and opportunities","authors":"Criss Jones Diaz, Beatriz Cardona, Paola Escudero Neyra","doi":"10.1177/14639491221137900","DOIUrl":"https://doi.org/10.1177/14639491221137900","url":null,"abstract":"Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited attention given to research on the role of early childhood education in supporting and extending children's home languages. Within this context, using data from a larger study on early multilingual education, this article builds on empirical data from interviews with four educators representing two early childhood education settings. This article aims to examine the educators’ perspectives of their settings’ policy and practice, in the absence of broader curriculum frameworks, regarding their role in extending children's home languages. Despite this policy gap, the authors explore how these settings facilitated the diverse linguistic and cultural assets of children and families by supporting and extending children's home languages. Drawing on Bourdieu's framework of social practice, they examine various pedagogical approaches implemented at the settings that validated children's multilingualism, and explore the range of opportunities afforded to multilingual children in using their home languages at the settings. The findings reveal that despite the educators’ well-developed understandings of the benefits of early multilingualism, there is some confusion regarding appropriate pedagogical approaches for multilingual support in early childhood education.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665680","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 : 2022-11-27DOI: 10.1177/14639491221137902
Jessica Prioletta, Adam W. J. Davies
In this article, the authors argue for a rethinking of kindergarten education from a critical feminist perspective. They illustrate how the devaluation and denigration of femininity and care – otherwise known as femmephobia – that permeates patriarchal societies is present in the seemingly innocent spaces of play in kindergarten. Tracing femmephobia in the spatial-material arrangements of play, teacher–student interactions during play, and children's play practices in two Canadian classrooms, the authors show how care-related activities and learning are deeply marginalized in kindergarten education. Given these findings, the authors propose a femininity-affirmative pedagogy in early learning. Specifically, they discuss the importance of intentional practice around an ethics of care. The authors argue that a refocus on an ethics of care in early childhood education is urgently needed in collective work towards social change.
{"title":"Femmephobia in kindergarten education: Play environments as key sites for the early devaluation of femininity and care","authors":"Jessica Prioletta, Adam W. J. Davies","doi":"10.1177/14639491221137902","DOIUrl":"https://doi.org/10.1177/14639491221137902","url":null,"abstract":"In this article, the authors argue for a rethinking of kindergarten education from a critical feminist perspective. They illustrate how the devaluation and denigration of femininity and care – otherwise known as femmephobia – that permeates patriarchal societies is present in the seemingly innocent spaces of play in kindergarten. Tracing femmephobia in the spatial-material arrangements of play, teacher–student interactions during play, and children's play practices in two Canadian classrooms, the authors show how care-related activities and learning are deeply marginalized in kindergarten education. Given these findings, the authors propose a femininity-affirmative pedagogy in early learning. Specifically, they discuss the importance of intentional practice around an ethics of care. The authors argue that a refocus on an ethics of care in early childhood education is urgently needed in collective work towards social change.","PeriodicalId":46773,"journal":{"name":"Contemporary Issues in Early Childhood","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905469","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 : 2022-11-24DOI: 10.1177/14639491221136584
Janelle Brady
As a Black feminist scholar who teaches in an early childhood studies program, the author has witnessed how dominant theories and methods used for pre-service early childhood education and care disconnect students from their lived experiences. The detachment of social location in theoretical text, and particularly in developmental discourse, is not isolated to the field; it is instead a result of the fragmentation of knowledge, which is central in the modern colonial project. The author explores what the possibilities are for Black feminist scholarship in pre-service early childhood education and care while unpacking the many racial and intersecting injustices in the field. The dominant research and pedagogy practices in early childhood education and care have limitations, with omissions of the nuances of the critical engagement of students, families and community more broadly through lived experience. When assumptions of detached and ‘objective’ knowledge are centred, then ideas that challenge norms and the status quo are omitted or peripheralized, when they are included. The article explores the possibilities of what the author calls ‘embedded transformative change’ – a change that is central to pedagogy and research in the field of early childhood education and care as opposed to being placed at the margins. Through embedded transformative change, members of pre-service early childhood education and care programs can think of themselves as active agents in change and liberation.
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