(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