Literaturnachweis - Detailanzeige
Autor/in | Chapman, Rachel |
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Titel | Moving beyond 'Gender-Neutral': Creating Gender Expansive Environments in Early Childhood Education |
Quelle | In: Gender and Education, 34 (2022) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chapman, Rachel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2021.1902485 |
Schlagwörter | Foreign Countries; Kindergarten; Child Care Centers; Gender Issues; Preschool Teachers; Teacher Attitudes; Sexual Identity; Preschool Education; Feminism; Social Theories; Inclusion; Family School Relationship; Educational Environment; Holistic Approach; Australia Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Geschlechterfrage; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Geschlechtsidentität; Sexuelle Identität; Feminismus; Gesellschaftstheorie; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Holistischer Ansatz; Australien |
Abstract | In this research, feminist post-structuralism and queer theory were used to examine Australian early childhood educators' views on children's gender identity development, and the content on gender in the Australian Government's Early Years Learning Framework. The methodology and study design were based upon qualitative phenomenological research methods. The participants consisted of 12 early childhood educators who worked in kindergarten and long day care settings. The data was collected through semi-structured focus groups and semi-structured interviews. Feminist post-structuralist discourse analysis was used to identify discourses deployed within participants' responses in relation to how they may enable or constrain pro-diversity spaces. Implications of this research include the need for further support and guidance for educators through policy, curriculum, resources and teacher education. This research highlighted the need to trouble the notion of 'gender-neutral' and the value of fostering gender expansive environments in early childhood education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |