"Becoming Worldly with": An Encounter with the Early Years Learning Framework

Autor/in	Giugni, Miriam
Titel	"Becoming Worldly with": An Encounter with the Early Years Learning Framework
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 1, S.11-27 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.1.11
Schlagwörter	Foreign Countries; Early Childhood Education; Young Children; Preschool Teachers; Theory Practice Relationship; Doctoral Programs; Child Care Centers; Social Justice; Action Research; Equal Education; Sexual Identity; Christianity; Perspective Taking; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Theorie-Praxis-Beziehung; Doktorandenprogramm; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Soziale Gerechtigkeit; Projektforschung; Geschlechtsidentität; Sexuelle Identität; Christentum; Zukunftsperspektive; Australien
Abstract	This article shares a story about an "activist" early childhood teacher encountering the Early Years Learning Framework (EYLF). Specifically, it focuses on the overarching concepts of "belonging" and "becoming" through the EYLF's call for early childhood educators to engage with theory in their everyday practice. In order to do this, the author shares stories from a doctoral teacher research project that she undertook in a children's centre in Sydney, Australia. Theoretically, this article engages with Haraway's complex practice of "becoming worldly" as a "practice of "becoming with" to become worldly." ""Becoming with" to become worldly" encapsulates assemblages of political, historical and geographical entanglements of relationality between the human and the non-human or "more than human" actants. The stories in this article are an attempt to open up possibilities to retheorise activism in the author's everyday practice in early childhood. (Contains 6 figures.) (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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10