Work

(Re)Encountering Walls, Tattoos, and Chickadees: Disrupting Discursive Tenacity

Year: 2018

Type: article

Abstract: In this article, three pedagogic encounters—“Encountering the Wall,” “Encountering Young Tattooed Parents,” and “Encountering Chickadees”—conceptualized as curricular meeting places, are theoretically reconceptualized within alternative bodies of literature. Theoretical reconceptualization revealed complexities of early childhood pedagogies and the tenacity of dominant discursive practices of developmentalism, constructed, in these instances, through age-segregated settings, parenting programs, and nature pedagogy. Theoretical reconceptualizing of these encounters worked to disrupt embodied subjugations of age-segregated children, mothers and fathers, chickadees, educators, families, and researchers.

Source: Journal of Childhood Studies

DOI: 10.18357/jcs.v43i2.18574

Authors: Pam Whitty, Jane Hewes, Sherry Rose, Patricia Lirette, Lee Makovichuk

Institution: University of New Brunswick

Language: English

Topic: Gender, Sexuality, and Education

Subfield: Gender Studies

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: MacEwan University