‘Don’t be Such a Baby!’ Competence and Age as Intersectional Co-markers on Children’s Gender

Hellman, Anette; Heikkilä, Mia; Sundhall, Jeanette

doi:10.1007/s13158-014-0119-4

Cited by 22 publications

(7 citation statements)

References 6 publications

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“…(p. 17) The work of feminist research also reveals that genderbased violence continues to take place in ECE (Francis & Mills, 2012;MacNaughton, 2000;Paechter, 1998). ECE is still dominated by females and excludes males from entering the profession (Brownhill, 2014;Hellman, Heikkilä, & Sundhall, 2014;Warin, 2006). Research by Browne (2004), Blaise (2005Blaise ( , 2013, Paechter (2007), Adriany (2013), Adriany and Warin (2014), Blaise (2005Blaise ( , 2013, Browne (2004), Paechter (2007), and Warin and Adriany (2017) also illuminate the extent to which ECE has been very much gendered.…”

Section: Theorizing Social Justice In Ecementioning

confidence: 99%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

Sage Open

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The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers' perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

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Section: Theorizing Social Justice In Ecementioning

confidence: 99%

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Solehuddin

Adriany

2017

Sage Open

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“…Some childhood studies/geographies scholars have also focused on race and its intersections (seeConnolly 1998; Mac Naughton,Davis, and Smith 2009;Rosen 2015b;Moore 2003); however, they do not theorise intersectionality and attend to the debates we have outlined above. Furthermore, there are scholars interested in complex childhood identities and inequalities who discuss complexity-some even use intersectionality as a theoretical framework-however they do not include an analysis on race (e.g Renold 2005;Hellman, Heikkilä, and Sundhall 2014)…”

mentioning

confidence: 99%

When intersectionality met childhood studies: the dilemmas of a travelling concept

Konstantoni

Emejulu

2016

Children's Geographies

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Childhood studies/geographies have a longstanding interest in questions around multiple social inequalities and identities in diverse socio-spatial contexts, but have not yet seriously considered the politics of intersectionality. Importing intersectionality into childhood studies is neither a straightforward nor an unproblematic process. We suggest that the question that childhood studies/geographies scholars must confront is how intersectionality can be used in this interdisciplinary field in ways which recognise and take seriously the intellectual history and labour of Black women and preserve the integrity of intersectionality's radical praxis of emancipatory knowledge production and collective action for social justice. This article examines how intersectionality and its emancipatory politics might be preserved, strengthened and enhanced when it is operationalised in a context of childhood studies/geographies.

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“…The curriculum for preschool includes, for example, an obligation to 'counteract traditional gender patterns and gender roles' (National Agency for Education 2011). However, as we will show in the present article, the preschool is an institutional and educational arena in which norms and categorizations are reproduced, negotiated and challenged (Blaise 2005;Davies 2003;Gunn 2008Gunn , 2011Hellman, Heikkilä, and Sundhall 2014;Taylor 2007;Thorne 1993).…”

Section: Research Contextmentioning

confidence: 93%

Familiar play: age-coded heteronormativity in Swedish early childhood education

Sotevik

Hammarén

Hellman

2019

European Early Childhood Education Research Journal

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Focusing on children's play, the present article explores how 3-to 6year-old children (re)produce, (re)negotiate and challenge heteronormativity in a Swedish Early Childhood Education setting. The article is based on ethnographic data, focusing on (re)production of heteronormativity in a particular kind of idealized, often feminine-coded and peer-group play with a low degree of teacher participation, labelled 'Mum, Dad, Child play' by the children. Our results show that children's play is structured by certain themes, such as family and home, and certain gendered and/or age-coded positions, such as mother, father, child or baby. Age difference (child/adult) proves to be the cornerstone of the heteronormative family metaphor of the play, where the child/ baby position is central. To describe the intersections of age, gender and sexuality in our analysis, we suggest the use of the concept of age-coded heteronormativity.

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‘Don’t be Such a Baby!’ Competence and Age as Intersectional Co-markers on Children’s Gender

Cited by 22 publications

References 6 publications

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

When intersectionality met childhood studies: the dilemmas of a travelling concept

Familiar play: age-coded heteronormativity in Swedish early childhood education

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