(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity

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dc.contributor.authorWhitty, Pam
dc.contributor.authorHewes, Jane
dc.contributor.authorRose, Sherry
dc.contributor.authorLirette, Patricia
dc.contributor.authorMakovichuk, Lee
dc.date.accessioned2020-11-06
dc.date.accessioned2022-05-31T01:16:18Z
dc.date.available2022-05-31T01:16:18Z
dc.date.issued2018
dc.description.abstractIn 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.
dc.format.extent281.78KB
dc.format.mimetypePDF
dc.identifier.citationWhitty, 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
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2033
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjecttheoretical reconceptualization
dc.subjectmeeting place
dc.subjectearly childhood curriculum frameworks
dc.subjectpedagogical documentation
dc.subjectdiscursive tenacity
dc.title(Re)encountering walls, tattoos, and chickadees: disrupting discursive tenacity
dc.typeArticle
dspace.entity.type
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