Problematizing Child-Centeredness: Discourses of Control in Waldorf Education

Autor/in	Wilson, Marguerite Anne Fillion
Titel	Problematizing Child-Centeredness: Discourses of Control in Waldorf Education
Quelle	In: Global Studies of Childhood, 12 (2022) 2, S.118-133 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2043-6106
DOI	10.1177/2043610617707838
Schlagwörter	Early Childhood Education; Child Development; Student Centered Learning; Child Safety; Child Welfare; Childhood Needs; Child Care Centers; Nontraditional Education; Power Structure; Developmentally Appropriate Practices; Middle Class Culture + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kindeswohl; Childhood; needs; Kindheit; Bedürfnis; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Non-traditional education; Alternative Erziehung; Entwicklungsbezogene Bildung
Abstract	Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with "child-centeredness" in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on "protecting childhood" from the perceived dangers of modern society. Although marketed as an alternative to the standardized and testing-laden environment of public education, the Waldorf philosophy has much in common with dominant US American ways of constructing childhood that reifies a Western, White, middle-class protected childhood as the most legitimate and healthy context of development. However, being "child-centered" does not necessarily mean the liberation of the child from regulatory discourses and practices; in fact, child-centeredness can often function to shape children in specific, adult-sanctioned ways. Instead, I argue, the field could benefit from a move toward discourses and practices of child liberation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01