Feminist Tales of Teaching and Resistance: Reimagining Gender in Early Childhood Education (Reggio Emilia, Italy)

Autor/in	Balfour, Beatrice Jane Vittoria
Titel	Feminist Tales of Teaching and Resistance: Reimagining Gender in Early Childhood Education (Reggio Emilia, Italy)
Quelle	In: Gender and Education, 28 (2016) 3, S.445-457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2016.1167176
Schlagwörter	Foreign Countries; Feminism; Activism; Social Change; Females; War; Women Faculty; Early Childhood Education; Preschool Teachers; Reggio Emilia Approach; Gender Issues; Change Agents; Memory; Resistance (Psychology); World History; Hermeneutics; Ethnography; Italy + Suchen Sie Ihr Suchwort? Ausland; Feminismus; Aktivismus; Politischer Protest; Sozialer Wandel; Weibliches Geschlecht; Krieg; Frauenakademie; Weibliche Gelehrte; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reggio-Pädagogik; Geschlechterfrage; Gedächtnis; Resistenz; Weltgeschichte; Hermeneutik; Ethnografie; Italien
Abstract	This article investigates whether the memories of women's movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01