The de-pathologization of childhood, disability and aging in an                 intergenerational art class

Heydon, Rachel

doi:10.1177/1476718x05056520

Cited by 9 publications

(10 citation statements)

References 6 publications

(7 reference statements)

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“…Heydon, 2005). Additionally, even in the face of technical limitations, the children's texts were more complex.…”

Section: Learning Opportunitiesmentioning

confidence: 99%

Multimodal communication and identities options in an intergenerational art class

Heydon

2011

Journal of Early Childhood Research

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This case study of multimodal pedagogies within an intergenerational (IG) art class addresses questions about the learning opportunities that were created therein and what the fixing of participants' ideas within a semiotic chain said about their facility with communicative modes and media, interests, and identity options. Key findings include: when compared to the adults' work, the children's use of media was more elaborate, experimental, and less inhibited and their designs more complex; the content of the children's communication was multifaceted, and future-looking while some of the adults' were constrained by limited identity options related to their position in the life course; and the class's multimodal pedagogies provided occasion for the exploration of modes and media with support for working through key communicational decisions. My life as a child in an Italian-Canadian family was defined by intergenerational (IG) relationships where there was no great differentiation between immediate and extended family members. People lived intergenerationally with grandparents sometimes being primary caregivers and children in turn learning about responsibility to family. Today, however, trends common to many industrialized societies such as geographic dispersal and the increase in the use of out-of-home care for children (McCain and Mustard, 1999) and older adults (Jarrott and Bruno, 2007) have reduced IG opportunities. Much can be lost when people of different generations are segregated. Within the literacy literature alone, children have been found to develop important literacy practices through IG interactions (e.g. Gregory et al., 2004) which contribute to their communication and identity options. In North America in the early 1960s in response to the loss of familial IG opportunities, systematically planned IG programs emerged (Larkin and Newman, 1997). IG learning programs, an offshoot of general IG programs, cropped up shortly thereafter and focused specifically on providing learning opportunities within IG contexts. Benefits of IG learning programs include increased appreciation for diversity (Jarrott and Bruno

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“…Heydon, 2005). Additionally, even in the face of technical limitations, the children's texts were more complex.…”

Section: Learning Opportunitiesmentioning

confidence: 99%

Multimodal communication and identities options in an intergenerational art class

Heydon

2011

Journal of Early Childhood Research

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Section: Introductionmentioning

confidence: 99%

“…Others, such as Heydon (2005), Blank (2009), and Leggett and Ford (2013), also write about experiencing tension in efforts to understand, contest or deconstruct existing paradigms, or enter new territory. Heydon (2005) writes about her concerns over the politics and pedagogy of economic rationalism within the workplace. She delineates contemporary approaches of childhood education in care (with specific reference to the Canadian context) and presents a range of alternative perspectives to help explain why childhood is in need of being ‘de-pathologized’ (Heydon, 2005; Heydon and Iannacci, 2008).…”

Section: Introductionmentioning

confidence: 99%

Critical narrative as a framework for professional border crossing in early childhood

Brown

Grigg

2016

Contemporary Issues in Early Childhood

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Early childhood educators are regularly confronted by dominant discourses (e.g. ensuring children are prepared for school) and the politics and pedagogy that are embedded in their practice and early childhood contexts. These discourses impact on ways of thinking and engaging with others, and professional behaviour, as well as shaping curriculum documents and policy. Engaging in a process of critical reflection from a post-structuralist perspective helps to disrupt deeply seated beliefs and assumptions, resist tensions of power and regulation, and increase feelings of agency. This article offers educators a rationale for adopting such an approach, and presents a lens with which to view alternative discourses and for thinking otherwise. The authors introduce a framework which includes a range of strategies that educators may choose to add to their tool kit to unpack and make sense of their experiences. An exemplar is offered to showcase engagement with these tools, including the use of critical narrative. Employing strategies and practices such as those outlined in this article opens possibilities to feel more empowered as early childhood educators, and be better equipped to give voice to their thoughts, feelings of hope and potential as active agents.

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“…The cohort candidates took part in intergenerational singing and storytelling programsprograms that bring skipped generations together to create learning and interactional opportunities through singing [16]. Such programs clearly illustrate participants' learning, communication, and relationship-building.…”

Section: Author Workhop Experiencesmentioning

confidence: 99%

Holistic-Approaches-to-Educating-Teachers-Sustaining-a-Culture-of-Indigenous-Learning-and-Discovery

Louderback¹

2014

IJTIE

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The de-pathologization of childhood, disability and aging in an intergenerational art class

Cited by 9 publications

References 6 publications

Multimodal communication and identities options in an intergenerational art class

Multimodal communication and identities options in an intergenerational art class

Critical narrative as a framework for professional border crossing in early childhood

Holistic-Approaches-to-Educating-Teachers-Sustaining-a-Culture-of-Indigenous-Learning-and-Discovery

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