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| Autor/inn/en | Richardson, Brooke; Langford, Rachel |
|---|---|
| Titel | Care-"Full" Pedagogy: Conceptualizing Feminist Care Ethics as an Overarching Critical Framework to Interrupt the Dominance of Developmentalism within Post-Secondary Early Childhood Education Programs |
| Quelle | In: Contemporary Issues in Early Childhood, 23 (2022) 4, S.408-420 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Richardson, Brooke) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1177/14639491221120037 |
| Schlagwörter | Early Childhood Education; Feminism; Caring; Postsecondary Education; Educational Practices; Foreign Countries; Critical Theory; Child Development; Ethics; Criticism; Teacher Education; Canada |
| Abstract | This article offers a theoretical provocation through conceptualizing a pedagogy of care as a means of caring "with" students and each other to interrupt the dominance of developmentalism in Canadian post-secondary early childhood education programs. The authors' conceptualization of care-"full" as pedagogy is rooted in the premises that education is always ethical and political, and caring "about," "for" and "with" others is necessary to establish equitable, democratic spaces at the post-secondary level. In contrast to the developmental framework embraced in many Canadian post-secondary early childhood education programs, the authors describe how a critical, care-"full" overarching pedagogical framework provides room for educators and students to deeply and meaningfully explore developmentalism "and" other theoretical frameworks. They argue that a pedagogy of care rooted in feminist care ethics and Freire's critical theory can contribute to establishing a safe learning climate where developmentalism can be critiqued and alternative ways to think about children's development can be contested, explored and debated. As the authors are conceptualizing it, a care-full pedagogical framework intentionally supports the intellectual, ethical and political risk-taking necessary for critique and alternative thinking. They follow this provocation through by imagining what a care-full pedagogy might look and feel like in a post-secondary early childhood education course on child development. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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