David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 39 (3):275–290 (2007)
This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators
|Keywords||deconstruction the Other subjectivity practice theory discourse|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Jacques Derrida (1998). Of Grammatology. Johns Hopkins University Press.
J. Butler (2004). Undoing Gender. Routledge.
Jürgen Habermas (1984). The Theory of Communicative Action, Vol. 1, 'Reason and the Rationalization of Society'. Polity..
Judith Butler (1997). The Psychic Life of Power: Theories in Subjection. Stanford University Press.
Citations of this work BETA
Margaret MacDonald (2011). Review of Kathy Hall Et Al. Loris Malaguzzi and the Reggio Emilia Experience. [REVIEW] Studies in Philosophy and Education 30 (6):631-639.
Similar books and articles
Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.
Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..
Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.
Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.
Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.
Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.
Angela O'Connor (2002). On Reflection: Reflective Practice for Early Childhood Educators. Open Mind Publishing.
Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.
Added to index2009-01-28
Total downloads12 ( #291,092 of 1,907,057 )
Recent downloads (6 months)1 ( #468,221 of 1,907,057 )
How can I increase my downloads?