Objects of Conflict: (Re) Configuring Early Childhood Experiences of Gender in the Preschool Classroom

Autor/in	Lyttleton-Smith, Jennifer
Titel	Objects of Conflict: (Re) Configuring Early Childhood Experiences of Gender in the Preschool Classroom
Quelle	In: Gender and Education, 31 (2019) 6, S.655-672 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyttleton-Smith, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1332343
Schlagwörter	Foreign Countries; Preschool Education; Classroom Environment; Social Attitudes; Sexuality; Sex Role; Gender Issues; Preschool Children; Power Structure; Space Utilization; Play; Masculinity; Femininity; Sex Stereotypes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Klassenklima; Unterrichtsklima; Social attidude; Soziale Einstellung; Sexualität; Geschlechterrolle; Geschlechterfrage; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Raumnutzung; Spiel; Männlichkeit; Femaleness; Weiblichkeit
Abstract	This qualitative research paper discusses how the material environment of preschool classrooms contributes to early childhood experiences of gender. It applies poststructuralist and posthumanist concepts -- primarily Barad's agential-realism -- to analyse ethnographic data extracts drawn from the author's semi-longitudinal study in a UK nursery. This data focuses on two specific areas of the classroom, the 'home corner' and the 'small world', and the paper argues that these areas and the objects contained within them can support or challenge/queer gender roles depending on temporal material-discursive conditions. It concludes with specific thinking points for practitioners, arguing that applying these theoretical concepts to explore gender in the early years produces interesting perspectives on how rigid, binary gender roles can be challenged effectively in non-discursive ways within classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01