Affect: A Tool to Support Pedagogical Change

Autor/in	Skattebol, Jen
Titel	Affect: A Tool to Support Pedagogical Change
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 31 (2010) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Stellungnahme; Teaching (Occupation); Early Childhood Education; Young Children; Reflective Teaching; Child Development; Teaching Methods; Educational Research; Affective Measures; Decision Making; Racial Differences; Cultural Differences; Educational Change; Foreign Countries; Indigenous Populations; Whites; Australia + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Decision-making; Entscheidungsfindung; Rassenunterschied; Kultureller Unterschied; Bildungsreform; Ausland; Sinti und Roma; White; Weißer; Australien
Abstract	In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist facilitators of the natural unfolding development of individuals. While reconceptualising the early childhood knowledge base has oriented theorists and activists towards equity, unsettling educator subjectivities requires careful consideration in a feminised profession such as early childhood education. There is a need for greater discussion about how educators experience the uncertainties that accompany profound changes in teaching practice and identities and how educators can harness these uncertainties in ways that strengthen the profession. In this paper, I offer excerpts from teacher research that show how theories of affect support practitioners to engage productively the reflexivity needed to reconceptualise their roles as educators. I use affect theory to consider how the intra- and inter-personal dimensions of critically reflective practice can bolster the democratic and collectivist orientations in the teaching profession. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10