"Caballito Blanco, ¡Vuelve Pa' Tu Pueblo!": Troubling and Reclaiming the Historical Foundations of Chilean Early Childhood Education

Autor/in	Castillo, Ximena Galdames
Titel	"Caballito Blanco, ¡Vuelve Pa' Tu Pueblo!": Troubling and Reclaiming the Historical Foundations of Chilean Early Childhood Education
Quelle	In: Global Studies of Childhood, 7 (2017) 2, S.159-178 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2043-6106
DOI	10.1177/2043610617703843
Schlagwörter	Early Childhood Education; Educational History; Educational Policy; Foreign Countries; Foreign Policy; Multiracial Persons; Child Care; Public Policy; Teaching Methods; Curriculum Design; Correlation; Postmodernism; American Indians; Government Role; Parent Child Relationship; Feminism; Postcolonialism; Social Differences; Chile + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Ausland; Außenpolitik; Mischling; Kinderfürsorge; Kinderbetreuung; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Korrelation; Postmoderne; American Indian; Indianer; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Feminismus; Post colonialism; Postkolonialismus; Sozialer Unterschied
Abstract	In accordance with the white patriarchal foundations of the early childhood education field of the global north, Chile's early childhood education has a colonial and androcentric origin which has been left unquestioned. Reviews of Chilean early childhood education omit/ignore other socio-political agendas, such as class, gender, and ethnicity that still shape the current landscape. This article reconstructs the foundations of Chilean early childhood education through a reconceptualized mestiza "history of the present." This approach challenges the neutrality of Chilean early childhood education and seeks to reclaim it by examining the underpinning regimes of truth that re-colonize children and women moving within and inhabiting the field. Analyses show how two main strands shape(d) early childhood education and care: social (and currently, multiagency) policies, and curriculum and pedagogy. The relationship between these strands has been recursive and contradictory and overlapping over time. However, their mixture creates an illusion of literal transposition as a "syncretic effect," which under close examination exposes its fault lines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01