(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity
(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity
Author
Whitty, Pam
Hewes, Jane
Rose, Sherry
Lirette, Patricia
Makovichuk, Lee
Faculty Advisor
Date
2018
Keywords
theoretical reconceptualization , meeting place , early childhood curriculum frameworks , pedagogical documentation , discursive tenacity
Abstract (summary)
In this article, three pedagogic encounters — “Encountering the Wall,” “Encountering Young Tattooed Parents,” and “Encountering Chickadees”—conceptualized as curricular meeting places, are theoretically reconceptualized within alternative bodies of literature. Theoretical reconceptualization revealed complexities of early childhood pedagogies and the tenacity of dominant discursive practices of developmentalism, constructed, in these instances, through age-segregated settings, parenting programs, and nature pedagogy. Theoretical reconceptualizing of these encounters worked to disrupt embodied subjugations of age-segregated children, mothers and fathers, chickadees, educators, families, and researchers.
Publication Information
Whitty, P., Rose, S., Hewes, J., Lirette, P., and Makovichuk, L. (2018). (Re)encountering walls, tattoos, and chickadees: Disrupting discursive tenacity. Journal of Childhood Studies 43(2), pp. 1-16. Retrieved from https://journals.uvic.ca/index.php/jcs/article/view/18574/7906
DOI
Notes
Item Type
Article
Language
English
Rights
All Rights Reserved