Conceptualising Goodies and Baddies through Narratives of Jesus and Superman

Autor/in	Giugni, Miriam
Titel	Conceptualising Goodies and Baddies through Narratives of Jesus and Superman
Quelle	In: Contemporary Issues in Early Childhood, 7 (2006) 2, S. 97Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2006.7.2.97
Schlagwörter	Forschungsbericht; Critical Theory; Popular Culture; Early Childhood Education; Christianity; Ethnography; Young Children; Foreign Countries; Child Care; Controversial Issues (Course Content); Personality Development; Role Models; Beliefs; Gender Differences; Personal Narratives; Australia + Suchen Sie Ihr Suchwort? Kritische Theorie; Popkultur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Christentum; Ethnografie; Frühe Kindheit; Ausland; Kinderfürsorge; Kinderbetreuung; Controversial issues; Kontroverse; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Identifikationsfigur; Belief; Glaube; Geschlechterkonflikt; Erlebniserzählung; Australien
Abstract	Religion, like Superhero discourse, is a contested topic of question and debate in early childhood education. This article draws on data from a small ethnographic study that took place in a long day care centre in Sydney Australia. The study examined how children negotiated their "identity work" in the context of popular culture. In this article, the author explores one example from the study in which a group of four-year-old boys drew upon discourses of Christianity and Superheroes in the negotiation of their identities within an early childhood curriculum. Using post-structural and critical theory, the article highlights how these moral and cultural epistemologies appeared easily accessible and desirable to the children and were particularly useful in their negotiated narratives of goodies and baddies. Consequently, questions are asked of the ways early childhood guidelines for practice both embody and reject discourses of religion and Superheroes because such values appear to be culturally risky in an inclusive curriculum. It is clear, therefore, that both superheroes and religion hold exchange value for some children in the negotiation of their identities, yet, such discourses are often invisible or banned in early childhood curriculum. (Contains 1 table.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10