The Discursive and the Material in Early Childhood Play: Co-Constitution of Gender in Open and Subversive Spaces

Autor/in	Black Delfin, Annabelle
Titel	The Discursive and the Material in Early Childhood Play: Co-Constitution of Gender in Open and Subversive Spaces
Quelle	In: Gender and Education, 33 (2021) 5, S.594-609 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Black Delfin, Annabelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1786012
Schlagwörter	Preschool Education; Preschool Children; Play; Sex Stereotypes; Gender Bias; Gender Issues; Sexual Identity; Social Influences; Feminism; Masculinity; Femininity; Social Bias; Toys + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Spiel; Geschlechterstereotyp; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Sozialer Einfluss; Feminismus; Männlichkeit; Femaleness; Weiblichkeit; Toy; Spielzeug
Abstract	This paper describes research exploring discursive constructions of gender and discursive/material intra-actions in two PreK classrooms in the United States, specifically through documentation of children's play. Using a feminist poststructuralist lens, the research illustrates ways in which children are subjected through performative iterations of heterosexual gender norms. Extending these insights, we consider the effect of non-human agentic matter, such as spaces and objects in intra-action with children in constituting gender and identity. The research shows how children's performances of gender, and especially their enactments of the heterosexual matrix, were often in relation to the material play items and the adult-deemed acceptable discursive topics for four-year-olds. The heterosexual matrix was both (re)inscribed and resisted in relationality to open and subversive spaces as children brought 'difficult knowledge' into their play. It is proposed that gender fluidity be supported in open and subversive spaces and that gender binaries can be challenged and renarrativized to incite more gender fluid knowings and becomings in early childhood education and care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01