Being a Princess: Young Children's Negotiation of Femininities in a Kindergarten Classroom in Indonesia

Autor/in	Adriany, Vina
Titel	Being a Princess: Young Children's Negotiation of Femininities in a Kindergarten Classroom in Indonesia
Quelle	In: Gender and Education, 31 (2019) 6, S.724-741 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adriany, Vina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1496229
Schlagwörter	Foreign Countries; Kindergarten; Preschool Children; Femininity; Gender Issues; Social Class; Social Bias; Preschool Teachers; Power Structure; Childrens Attitudes; Fairy Tales; Social Attitudes; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Femaleness; Weiblichkeit; Geschlechterfrage; Social classes; Soziale Klasse; Erzieher; Erzieherin; Kindergärtnerin; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Social attidude; Soziale Einstellung; Indonesien
Abstract	This paper attempts to explore young children's construction of femininities in a kindergarten in Indonesia. Using a postdevelopmentalist and postcolonial approach, this paper seeks to understand how young children in the school develop, negotiate and resist existing gender construction. This paper is based on an ethnography research conducted in 2010 for eight months. Findings of this study reveal that discourse of femininities in the school is situated in the discourse of a princess. This paper argues that there are multiple meanings attached to the discourse of a princess. It does not only become a signifier for femininity, but it also acts as a signifier for social class. The findings also suggest that the discourse perpetuates the legacy of colonisation in the school. It is, then, recommended that, in order for kindergarten teachers to be able to disrupt the construction of femininities, they need to be able to understand multiple meaning of femininities as well as power relation embodied in the construction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01