Dragon Wings and Butterfly Wings: Implicit Gender Binarism in Early Childhood

Autor/inn/en	Callahan, Sarah; Nicholas, Lucy
Titel	Dragon Wings and Butterfly Wings: Implicit Gender Binarism in Early Childhood
Quelle	In: Gender and Education, 31 (2019) 6, S.705-723 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicholas, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1552361
Schlagwörter	Gender Bias; Equal Education; Early Childhood Education; Preschool Teachers; Preschool Children; Language Usage; Social Attitudes; Foreign Countries; Gender Issues; Sex Stereotypes; Femininity; Masculinity; Sex Fairness; Australia + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Sprachgebrauch; Social attidude; Soziale Einstellung; Ausland; Geschlechterfrage; Femaleness; Weiblichkeit; Männlichkeit; Sexualaufklärung; Australien
Abstract	Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2-6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities. (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	2020/1/01