An "Ethics of Resistance" Challenges Taken-for-Granted Ideas in Swedish Early Childhood Education

Autor/in	Taguchi, Hillevi Lenz
Titel	An "Ethics of Resistance" Challenges Taken-for-Granted Ideas in Swedish Early Childhood Education
Quelle	In: International Journal of Educational Research, 47 (2008) 5, S.270-282 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2008.12.006
Schlagwörter	Childrens Art; Early Childhood Education; Discourse Analysis; Educational Change; Ethics; Teaching Methods; Foreign Countries; Action Research; Feminism; Consciousness Raising; Student Evaluation; Freehand Drawing; Sex Fairness; Decision Making; Cultural Influences; Sweden + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Diskursanalyse; Bildungsreform; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Projektforschung; Feminismus; Bewusstseinsbildung; Schulnote; Studentische Bewertung; Drawing; Zeichnen; Sexualaufklärung; Decision-making; Entscheidungsfindung; Cultural influence; Kultureinfluss; Schweden
Abstract	In the present action-research project, three teachers and the researcher engaged in a series of meetings to analyze children's drawings from several different theoretical perspectives, or "readings." Using two interrelated processes, deconstructive talks and an ethic of resistance, the teachers purposefully sought to recognize and challenge the taken-for-granted ideas, biases, hidden agendas, and theoretical discourses that informed their daily teaching practices. Within a feminist post-structural framework, discourse analysis was conducted on transcripts of these meetings. The study illustrates how deconstructive talks and an ethic of resistance enhanced the teachers' awareness of multiple theoretical perspectives, as well as their understanding of how their own assumptions and values can impact children's learning. Ultimately, the teachers realized that their biases resulted in inequities, including gendered inequities, in their evaluations of the children's work. This realization, then, led to a re-conceptualization of pedagogical decision-making as a fundamentally ethical matter, closely related to egalitarianism as a central feature in the Nordic concept of "the good childhood." (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10