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Rising Authoritarian Practice in Early Childhood Curriculum: A Case Study 幼儿课程中日益增多的专制做法:案例研究
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-09-14 DOI: 10.1177/15327086241271898
Sara Christina Michael-Luna, Daniel J. Castner
Amid the ideological shift from democratic neoliberalism to authoritarian neoliberalism, spearheaded by right-wing Christian nationalists, early childhood educational policy has become a weapon in the “culture war” in many parts of the United States. Neoliberalism has outgrown the constraints of democracy and is being supplanted with nihilistic views on science and knowledge and leaning toward authoritarianism. This is evidenced in a tidal wave of local and state-based educational policy, which restricts individual freedom of expression and access to knowledge while sabotaging government accountability and transparency. However, a practical approach is to observe how local authoritarianism, within the bounds of a recognized democracy, is lacking. The recent surge of early childhood educational policy in right-wing (historically conservative) states in the United States creates an opportunity to understand what values, norms, and knowledge are reified or restricted in the policies that govern early childhood curriculum policy and curriculum. Using a critical discourse analysis in a case study methodology, we shed light on authoritarian practices in early childhood curriculum policy and practice in Florida during the 2021–2024 legislative sessions. The case study examines the implications of educational reform policies for early childhood social studies curriculum to address two questions: How are dominant discourses in early childhood curriculum in Florida changing to reflect a shifting regime of truth? How are authoritarian practices used in Florida’s early childhood education policy system of curriculum evaluation and selection restricting knowledge, limiting critique, and reducing meaningful accountability of government policymakers and technocrats to policy stakeholders, including children, teachers, and parents?
在右翼基督教民族主义者带头从民主的新自由主义向专制的新自由主义转变的意识形态中,幼儿教育政策已成为美国许多地区 "文化战争 "的武器。新自由主义已经摆脱了民主的束缚,取而代之的是对科学和知识的虚无主义观点,并倾向于专制主义。地方和各州的教育政策浪潮就是证明,这些政策限制了个人的言论自由和获取知识的机会,同时破坏了政府的问责制和透明度。然而,一种切实可行的方法是观察在公认的民主制度范围内,地方独裁主义是如何缺失的。最近,美国右翼(历史上的保守派)各州的幼儿教育政策风起云涌,这为我们提供了一个了解幼儿课程政策和课程设置政策中哪些价值观、规范和知识被重新整合或受到限制的机会。通过案例研究方法中的批判性话语分析,我们揭示了 2021-2024 年立法会议期间佛罗里达州幼儿课程政策和实践中的专制做法。本案例研究探讨了教育改革政策对幼儿社会学课程的影响,以解决两个问题:佛罗里达州幼儿课程的主流话语是如何变化以反映不断变化的真理制度的?佛罗里达州幼儿教育政策体系中的课程评估和选择所采用的专制做法是如何限制知识、限制批评、减少政府决策者和技术官僚对政策利益相关者(包括儿童、教师和家长)的有意义的问责的?
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引用次数: 0
Corrigendum to “Methodologizing Transnationality: Relational Writing as Collective Inquiry” 跨国性的方法论:作为集体探究的关系写作"
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-09-03 DOI: 10.1177/15327086241275808
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引用次数: 0
Complex Considerations for Critical Qualitative Childhood Studies: A Perspective From Aotearoa (New Zealand) 儿童定性批判研究的复杂考量:来自奥特亚罗瓦(新西兰)的视角
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-24 DOI: 10.1177/15327086241271947
Jenny Ritchie
This article considers the complexities of the historical and current context for critical qualitative childhood studies in Aotearoa (New Zealand), a country with a two-century history of colonization by Britain of the Indigenous people, the Māori. This was despite the undertakings of the British contained within a treaty, Te Tiriti o Waitangi to uphold Māori authority over their lands, resources, and things of value, as equal citizens to the British settlers. Māori children were traditionally deeply respected and their contributions to collective decision-making valued. In blatant disregard of these treaty obligations, Māori have been severely impacted by warfare, introduced diseases, and dispossession of lands, language, and identity. There remains within current educational practice a long-standing historical amnesia and wilful ignorance of the intergenerational trauma that has resulted. This extends to the pedagogical and research implications for working in this context of colonization. This piece therefore considers how those who work in tertiary settings, particularly critical childhood studies scholars, might challenge the ongoing hegemonies of White privilege and complacency to create new ethical imaginaries in our teaching and scholarship, research methodology courses, and ethical review processes, beyond token mention of Māori concerns.
本文探讨了奥特亚罗瓦(新西兰)儿童定性批判研究的历史和现状的复杂性,英国曾对这个国家的土著居民毛利人进行了长达两个世纪的殖民统治。尽管英国人在《怀唐伊条约》(Te Tiriti o Waitangi)中承诺维护毛利人对其土地、资源和有价值物品的权力,将其视为与英国殖民者平等的公民。毛利儿童历来深受尊重,他们对集体决策的贡献也受到重视。毛利人公然无视这些条约义务,受到战争、传入的疾病以及土地、语言和身份被剥夺的严重影响。在当前的教育实践中,仍然存在着一种长期的历史健忘症,对由此造成的世代相传的创伤故意视而不见。这也影响了在殖民化背景下开展工作的教学和研究。因此,这篇文章探讨了那些在高等院校工作的人,尤其是批判性儿童研究学者,如何挑战当前的白人特权霸权和自满情绪,在我们的教学和学术研究、研究方法论课程和伦理审查过程中创造新的伦理想象,而不是象征性地提及毛利人的关切。
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引用次数: 0
Emergent Life: Opening Our Lives to Differenciation and to Response-Ability, as We Turn Our Critical Gaze on the Enunciative Regularities That Hold the World the Same 新生生命:当我们将批判的目光转向使世界保持不变的 "阐释性规律 "时,向差异化和反应能力开放我们的生活
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-19 DOI: 10.1177/15327086241272022
Bronwyn Davies
In this article, I explore a range of concepts that enable those of us who work with children to break free from some of those enunciative regularities that function to hold the way things are, in place. The term “enunciative regularities” comes from Foucault, who advocated breaking open words and propositions to find what work they do, what systems they perpetuate. The way we speak the world into existence, and the ways we interpret that mode of speaking, can be taken for granted, by us, as the unquestionable truth of the world and of ourselves. We are, in general, not very accomplished at turning our reflexive gaze on the words and propositions that we are enmeshed in, and thus are not readily able to break them open. Turning our critical gaze on those enunciative regularities is vital, I suggest, if we want to bring about change in the way we order the world—and the ways the world orders us. The work of philosophy, in developing new concepts, enables us to look and to listen differently, and to creatively evolve beyond some of our unquestioned enunciative entrapments.
在这篇文章中,我将探讨一系列概念,这些概念能让我们这些从事儿童工作的人挣脱那些使事物保持原样的 "发音规律性"。表达规律 "一词源于福柯,他主张打破词语和命题,以发现它们的作用和它们所延续的系统。我们把世界说成存在的方式,以及我们解释这种说话方式的方式,可以被我们视为理所当然,视为世界和我们自身不容置疑的真理。一般来说,我们并不善于将反思的目光投向我们深陷其中的话语和命题,因此也就不容易打破它们。我认为,如果我们想要改变我们安排世界的方式,以及世界安排我们的方式,那么将我们批判的目光转向这些表达的规律性是至关重要的。哲学在发展新概念的过程中,使我们能够以不同的方式去观察和倾听,并以创造性的方式超越我们某些不容置疑的阐释禁锢。
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引用次数: 0
The Biopolitical Kindergarten: A Critical Qualitative Examination of the Intersection Between Policymakers’ Neoliberal Reforms and Children’s Figuring of Themselves as Learners 生物政治幼儿园:对政策制定者的新自由主义改革与儿童作为学习者的自我形象之间的交叉点进行批判性定性研究
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-06 DOI: 10.1177/15327086241268268
Christopher P. Brown
This critical qualitative policy research study examines the intersection between policymakers’ neoliberal kindergarten reforms and children figuring themselves as learners within a publicly funded schooling community. Engaging in this examination of the biopolitical kindergarten space, which is shaped by standardized teaching and learning experience designed to prepare kindergarteners for the high-stakes reforms that await them in later grades, creates the opportunity to consider whether school spaces are designed to prepare the next generation of democratic citizens. It also provides insight as to how critical qualitative policy researchers can investigate as well as propose tangible policy responses through their work that seek to change the current era of policymakers schooling children through their neoliberal reforms.
这项批判性的定性政策研究探讨了政策制定者的新自由主义幼儿园改革与儿童在公立学校教育社区中作为学习者的自我定位之间的交叉点。幼儿园的生物政治空间是由标准化的教学和学习经验所塑造的,其目的是让幼儿园的孩子们为以后年级的高风险改革做好准备,通过对幼儿园生物政治空间的研究,我们有机会思考学校空间是否是为了培养下一代民主公民而设计的。它还为批判性定性政策研究人员如何通过他们的工作进行调查并提出切实可行的政策回应提供了启示,这些政策回应旨在通过新自由主义改革来改变当前政策制定者对儿童进行学校教育的时代。
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引用次数: 0
Data Embargoes as a Tool for Emplacement and Displacement of Children in Early Childhood Classrooms: A Comparative Case Study 数据禁运是幼儿教室中儿童流离失所的工具:比较案例研究
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-06 DOI: 10.1177/15327086241268351
Melissa Sherfinski, Gilbert Ansah
Data embargoes constrain teachers’ understanding of children by withholding and/or coding particular information on children’s attainment and/or identities. Data embargoes may mask children’s identities in ways that influence their rights to belong in early childhood programs and may construct White positivist childhoods by maintaining the belief that individual children’s bodies can, whether in the present of future, be subject to objective measures of human learning or intelligence used for comparisons that uphold Eurocentric positivistic sciences and neoliberal accountability. By comparing children’s experiences in two racialized and socioeconomically denied policy contexts, we show how data embargoes are implicated in sustaining inequities.
数据封锁限制了教师对儿童的了解,扣留了和/或编码了有关儿童成绩和/或身份的特定信息。数据封锁可能会掩盖儿童的身份,从而影响他们在幼儿教育项目中的归属权,还可能会构建白人实证主义的童年,因为他们始终认为,无论是现在还是将来,儿童的个体身体都可以接受人类学习或智力的客观衡量标准,用于维护欧洲中心实证主义科学和新自由主义问责制的比较。通过比较儿童在两种种族化和社会经济被剥夺的政策背景下的经历,我们展示了数据封锁是如何导致不平等现象持续存在的。
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引用次数: 0
Childhoods, Cultures, and Critical Qualitative Inquiry: Researching the Political and Life Worlds of Children 童年、文化和批判性定性探究:研究儿童的政治和生活世界
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-05 DOI: 10.1177/15327086241268044
Christopher P. Brown, Gaile S. Cannella
The purpose of this special issue is to present work that moves beyond the dominant logic of childhoods as imposed on those who are younger, and instead, to demonstrate how critical empirical qualitative investigations that honor, as well as answer, the complex political and life worlds of children in the present and the past offer a way forward; a path that supports communities and the public institutions important to them so that all children can thrive and become the persons they want to be. To do so, these articles draw on different theoretical and methodological critical orientations and traditions to broadly consider the ways in which cultural studies rooted in critical qualitative research can generate knowledges that expand conceptualizations of/for multiple worlds of children/childhood. In doing so, these pieces examine the contemporary, multiple, and immanent cultural worlds and life conditions of children and notions of childhood—both past and present. Such work speaks to the complex, and often unjust, worlds of children and childhoods, and in doing so, the authors propose and illuminate discourse, policy, and relationship changes and actions required to address the complex pressing needs faced by children across a range of communities and/or public institutions.
本特刊的目的是介绍那些超越强加给年幼者的童年的主流逻辑的作品,而不是展示那些尊重并回答儿童在现在和过去的复杂政治和生活世界的批判性经验定性调查如何提供了一条前进的道路;一条支持社区和对其重要的公共机构的道路,从而使所有儿童都能茁壮成长,成为他们想成为的人。为此,这些文章借鉴了不同的理论和方法论批判性取向和传统,广泛思考了植根于批判性定性研究的文化研究如何产生知识,从而扩展儿童/童年多重世界的概念。在此过程中,这些作品审视了当代的、多重的和内在的文化世界、儿童的生活条件以及童年的概念--无论是过去还是现在。这些作品讲述了复杂的、往往是不公正的儿童和童年世界,在此过程中,作者们提出并阐明了话语、政策和关系方面所需的变革和行动,以解决儿童在一系列社区和/或公共机构中所面临的复杂而迫切的需求。
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引用次数: 0
Childhoods, Lives, and Histories of Critical Qualitative Inquiry 童年、生活和定性批判探究的历史
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-08-05 DOI: 10.1177/15327086241268023
Gaile S. Cannella
The purpose of this article is to briefly overview this history of critical inquiry as conducted by early childhood education and care scholars; research by those with direct daily experience usually as teachers and/or caregivers with those who are younger, and remind everyone, including myself, that we have multiple locations and possibilities for putting forward justice-oriented critical activist research agendas. Before doing so, however, the understanding the reasons for engagement with critical histories can be very important to that work, along with an understanding of the research context from which the scholarship has emerged.
本文的目的是简要概述幼儿教育和保育学者进行批判性探究的历史,即那些通常作为教师和/或保育员对年幼儿童有直接日常经验的人所进行的研究,并提醒包括我在内的所有人,我们有多个地点和多种可能性来提出以正义为导向的批判性行动主义研究议程。不过,在这样做之前,了解参与批判性历史的原因,以及了解学术研究产生的研究背景,对于这项工作可能非常重要。
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引用次数: 0
Trying to be Good Enough: Exploring Enculturative Intensive Motherhood Discourse 努力变得足够好探索文化密集型母性话语
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-07-30 DOI: 10.1177/15327086241260452
Molly Wiant Cummins
Intensive motherhood is a pervasive discourse that enables and constrains mothers’ choices. However, intensive motherhood does not only affect mothers; it teaches each of us how we should judge a mother’s goodness. In this essay, I use autoethnographic moments of my life to explore how good mothers enact intensive motherhood discourse, highlighting how difficult it will be to undo the material effects of a discourse like intensive motherhood. Still, I argue that identifying how mothers have been made facilitates how to make mothers differently, offering hope that these hurtful discourses can be altered toward something better, however slowly.
密集型母爱是一种无处不在的话语,它促成并制约着母亲们的选择。然而,密集型母爱不仅影响母亲,它还教会我们每个人如何判断母亲的好坏。在这篇文章中,我用自己的生活片段来探讨好母亲是如何制定密集型母爱话语的,并强调要消除密集型母爱这样一种话语的物质影响是多么困难。尽管如此,我仍然认为,确定母亲是如何被塑造的,有助于如何以不同的方式塑造母亲,为这些伤害性话语提供了希望,无论多么缓慢,这些话语都可以朝着更好的方向改变。
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引用次数: 0
A Poetic Inquiry Into Journalists’ Experiences of Covering Institutional Child Sexual Abuse 记者报道机构性侵犯儿童事件的诗意探索
IF 0.6 4区 社会学 Q2 CULTURAL STUDIES Pub Date : 2024-07-25 DOI: 10.1177/15327086241260450
Jessica L. Wilkinson, Lisa Waller
This article introduces a spectrum of poetic approaches that have emerged in the analysis of research interviews with journalists who covered Australia’s Royal Commission into Institutional Responses to Child Sexual Abuse and related stories. Six poem excerpts, from two of the poets involved in the project, are presented to explore how engaging with a spectrum of approaches—from found poetry transcription to generative methods—can be used to shed light on the situated experiences of research participants. Considering the various functions of “poetry” in this context—as container or vehicle for data, as tool for analysis, or as artistic/affective expression—the article not only explores the multiple outputs and their roles for a variety of audiences but also how these poems can evoke/ provoke/ excavate alternative perspectives—both expected and surprising—on the data.
本文介绍了在分析对报道澳大利亚皇家委员会对儿童性虐待的机构反应及相关报道的记者进行的研究访谈中出现的一系列诗歌方法。文章介绍了参与该项目的两位诗人的六首诗歌节选,以探讨如何利用各种方法--从发现诗歌转录到生成方法--来揭示研究参与者的情景体验。考虑到 "诗歌 "在此背景下的各种功能--作为数据的容器或载体、分析工具或艺术/情感表达--文章不仅探讨了多种产出及其对不同受众的作用,还探讨了这些诗歌如何唤起/激起/挖掘数据的其他视角--既在意料之中,又出人意料。
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引用次数: 0
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Cultural Studies-Critical Methodologies
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