Literaturnachweis - Detailanzeige
| Autor/in | Taguchi, Hillevi Lenz |
|---|---|
| Titel | Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism |
| Quelle | In: Contemporary Issues in Early Childhood, 6 (2005) 3, S.244-255 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1463-9491 |
| DOI | 10.2304/ciec.2005.6.3.5 |
| Schlagwörter | Foreign Countries; Student Teachers; Feminism; Postmodernism; Professional Autonomy; Teacher Empowerment; Teaching Experience; Professional Identity; Teacher Education; Early Childhood Education; Resistance (Psychology); Freedom; Educational Philosophy; Sweden |
| Abstract | This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of "getting outside" of the regulatory regimes of power production through practices of "getting personal", and asks just how much freedom is possible, even given overtly "emancipist" teaching. (As Provided). |
| Anmerkungen | Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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