(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity
theoretical reconceptualization, meeting place, early childhood curriculum frameworks, pedagogical documentation, discursive tenacity
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.
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
All Rights Reserved