Global Studies of Childhood最新文献

{"title":"Globalization and divergent constructs of childhood and valuable knowledge: Influences on expectations for young children in post-colonial rural southern Tanzania","authors":"Laura Edwards","doi":"10.1177/2043610620970953","DOIUrl":"https://doi.org/10.1177/2043610620970953","url":null,"abstract":"Childhood is a complex and socially constructed process with implications on the education of young children with issues of globalization as a powerful influence. This article presents a critical analysis of a focused ethnographic study in post-colonial rural southern Tanzania and argues a way forward in the global dialogue regarding the construction of diverse childhoods through the education of young children to balance these influences. Data was collected in rural villages of southern Tanzania including interviews, focus groups, observations from over 150 people and government and NGO policy analysis. This paper responds to the research question: whose constructs of childhood influence the opportunities young children have to learn in Ndogo villages? The larger study addresses additional significant questions and data. A critical analysis indicates decision makers, such as international donors and NGO’s, impose global influences on young children’s opportunities to learn by prioritizing resources for what they as outsiders’ value as knowledge. Although parents and local community members are essential members of a child’s life, their constructs of childhood are not valued and therefore, are either ignored or actively omitted from formal opportunities children have to learn. The findings urge scholars, NGOs, and policymakers to equally value different perspectives held by parents and community members regarding the substance of what is valuable knowledge.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"12 1","pages":"387 - 403"},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620970953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43811656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Care: Cartographies of power and politics in ECEC","authors":"J. Ailwood","doi":"10.1177/2043610620977494","DOIUrl":"https://doi.org/10.1177/2043610620977494","url":null,"abstract":"Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care. In this paper I will explore some threads of care in early childhood education and care. I make use of Braidotti’s concept of cartographies to critically examine aspects of care in early childhood education. A cartography enables an exploration of power and knowledge in relation to care. Care, like classrooms, is messy, relational, in action, situated and contextual. This examination of care enables the perceived connection between care as a necessary ‘good’ to be contested. Instead, care is mapped across multiple threads and potentials, threads that might sometimes be warm and sustaining, while sometimes being oppressive and stressful.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"339 - 346"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620977494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48590983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Politics of care in the early years in Australia since the pandemic","authors":"L. Bryant","doi":"10.1177/2043610620978509","DOIUrl":"https://doi.org/10.1177/2043610620978509","url":null,"abstract":"Almost every part of human society have been impacted by COVID-19 and it has exposed our world’s economic and social fault lines. How each country cared for their youngest members rapidly became obvious as one of those fault lines. Many countries had inadequate early education and care systems that quickly started to buckle under the impact of lockdowns. What happened in Australia, although unique in the exact way it played out, was essentially replicated around the world. Education and care of our youngest citizens was realised to be essential, market based care systems began to crumble, the government poured more subsidies into the system, and educators and teachers watched as their roles were reduced in the public’s eye to childminders. Educators and teachers had to take on more work as they sought to engage with children at home, and sought to keep themselves safe. Eventually the government granted everybody that needed it, free ‘childcare’, a move that would see economists, feminists and families call for it to remain free once the country re-opened. The main opposition party has now joined that call and we may see a legacy of a re-imagined education and care system in Australia in the wake of the pandemic.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"395 - 400"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46450618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From salvation to inquiry: Preservice teachers’ conceptions of race","authors":"L. Heimer","doi":"10.1177/2043610620978510","DOIUrl":"https://doi.org/10.1177/2043610620978510","url":null,"abstract":"Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"368 - 384"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Care matters: Reimagining early childhood education and care in a time of global pandemic","authors":"J. Ailwood, I-Fang Lee","doi":"10.1177/2043610620979069","DOIUrl":"https://doi.org/10.1177/2043610620979069","url":null,"abstract":"As our world faces up to the global challenge of the COVID-19 pandemic, it has become clear that care is essential to the sustenance of all our lives. This moment in our shared time reflects Tronto and Fisher’s early definition of care as ‘species activity that includes everything we do to maintain, continue, and repair our ‘world’ so that we can live in it as well as possible’ (in Tronto, 1993: 103). This definition has been widely used as a spring board for thinking about care in many and varied contexts, and many of the papers in this issue cite this definition. Within posthuman philosophies this thinking with care has synergies with Haraway’s (2016) point that humans and more than humans are sympoietic, ‘making with’, not autopoietic or self-forming. Such an argument enables a foregrounding of relational ontologies and a resistance of the valorisation of rational, autonomous, and individual human life. Puig de la Bellacasa (2017) notes the connection between Tronto and Fisher’s definition, referring as it does to ‘our world’, and the sustenance of more than human. Indeed, it is the more than human virus simply taking care of itself, that has precipitated the global crisis we currently face (see also Arndt, this issue). As Gibbons (2007) argues, ‘education’s assimilation of care disrupts knowledge of who cares, how they care, where they care and why’ (p. 123). The pandemic has served to further highlight the politics of care, making space for public debate about who is worthy of care, who cares, for whom, and under what conditions. During the various lockdowns as the world’s countries responded to the pandemic, ‘essential workers’ continued their essential work, for example as medical practitioners, grocery store staff, cleaners and garbage collectors. As their children continued to require early childhood education and care, many early childhood educators became essential workers as well. While some early childhood provision remained available, many others closed their on-site classrooms, with early childhood educators expected to quickly find ways to engage with children online. These varied responses to COVID-19 lockdowns created educational equity issues. Issues such as accessibility to reliable internet connectivity and the affordability of to up-to-date digital devices to support remote/online learning have become ‘an elephant in the virtual room’. The widespread assumption is that everyone, including both the child and the early childhood educator/ teacher would be ‘okay’ moving to online teaching and learning during a global pandemic are paradoxical. While remote teaching and learning has responded to the potential COVID-19 risks to","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"309 - 312"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620979069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43333630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Every rose has its thorns: Domesticity and care beyond the dyad in ECEC","authors":"Teresa K. Aslanian","doi":"10.1177/2043610620978508","DOIUrl":"https://doi.org/10.1177/2043610620978508","url":null,"abstract":"Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"327 - 338"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41716317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crisis of care and education in the early years: Paradoxical moments in the global pandemic","authors":"I-Fang Lee","doi":"10.1177/2043610620978491","DOIUrl":"https://doi.org/10.1177/2043610620978491","url":null,"abstract":"Care in the early years entails more than childcare. This paper has three major sections. In the first section, I begin with an introduction and a quick overview of the ECEC system in Australia. This snapshot of the Australian ECEC system presents a messy map of the care and education system for young children under a neoliberal political economy to elucidate what this may mean in the face of the COVID-19 pandemic. With this contextual background of the ECEC system in Australia, in the second section I discuss my theoretical, ethical, political, ontological, and epistemological positioning when re-imagining and reconceptualizing what a socially just ECEC landscape might look like through the lens of a feminism approach. This onto-epistemological discussion explains the shift toward a feminist approach and how this enables me to (re)think about care and education in the early years differently. Taking up this different set of analytical tools with a post-structural sensibility of the politics of caring, in the third section, I continue on to critical analyses and discussions, highlighting the paradoxes of care and education in the early years. A key aim of this paper is to un-settle the taken-for-granted ways of thinking and talking about ECEC in Australia. I build my discussions by unsettling the dominant ways of thinking about care and education in the early years to deconstruct the narrowed political rhetoric of care in the early years as childcare only. I assert such a critical analytical position requires a new language from a new onto-epistemological positioning to mobilize a different system of reasoning as a strategy for re-imagining a new landscape toward an ethical world with social justice and greater social inclusion for all children.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"385 - 394"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47411614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The negation of babysitting: Deconstruction and care in early childhood","authors":"A. Gibbons","doi":"10.1177/2043610620978507","DOIUrl":"https://doi.org/10.1177/2043610620978507","url":null,"abstract":"In April 2020, during the COVID-19 Pandemic, New Zealand media reports revealed competing discourses of care in education. Specifically, the media narrated an apparent resistance to care evident in a primary and secondary teacher resistance to a return to school. While the resistance was clearly and explicitly concerned with care for teachers and their communities, at the same time a negation of caring occurred in the positioning of babysitting and caregiving as unreasonable activities for teachers. In this paper these different discourses are explored through a deconstruction of care. The first section of this paper explores deconstruction through a range of texts that explain and explore Derrida’s thinking. The paper then presents a positioning of care through one news media article. An analysis of one text that speaks to the meaning and problem of care in early childhood provides not just a reading of care in and as education, but also a reading of deconstruction as care. Through a reading of deconstruction as care, this paper offers an understanding of the positioning of caring in relation to teaching. Taking deconstruction as more than an attempt to make a case for caring (the saving of caring so to speak), this paper also takes up the challenge of the relationship between caring and not-caring, or the uncaring. Caring in relation to uncaring provides a way past the prescription and exploitation of caring as teaching and recognises the limits of a professionalisation of caring for practices of care. In the sense that deconstruction is care, the paper concludes with a re-imagining of teacher education through deconstruction.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"358 - 367"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620978507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42414204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diffracting relationalities in early years pedagogies of care","authors":"S. Arndt","doi":"10.1177/2043610620974016","DOIUrl":"https://doi.org/10.1177/2043610620974016","url":null,"abstract":"This diffractive disruption of care in early years settings and pedagogies opens up to a provocation that perhaps we don’t know care at all. Driven by Puig de la Bellacasa’s questioning of the notion of care as not solely a human-only matter and applying that in relation to the early years, it explores what it might mean when we cannot know all that cares or is cared for when we include more-than-human elements and factors, and when what is care remains to a large extent uncertain. Explicating the complexity of care in the early years assemblage, the paper uses a philosophical diffractive reading as a method of turning and re-turning to emphasise the non-linearity and fluidity between the doing, receiving and thinking about care in a human and more-than-human world. It urges a push beyond expected understandings of care and thus also pedagogies, culminating in potentialities that re-view a world in which things and beings are increasingly recognised as crucial, influential and potentially care-ing.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"10 1","pages":"347 - 357"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620974016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45531952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacts of the COVID-19 pandemic on children: An ethical analysis with a global-child lens","authors":"Sydney Campbell, Carlo Cicero Oneto, M. Saini, Nona Attaran, N. Makansi, Raíssa Passos Dos Santos, S. Pukuma, F. Carnevale","doi":"10.1177/2043610620976142","DOIUrl":"https://doi.org/10.1177/2043610620976142","url":null,"abstract":"During the COVID-19 pandemic, the lives of children and adolescents in resource-limited countries have been significantly impacted in complex ways, while largely having their interests overlooked. The purpose of this colloquium is to examine these impacts across seven resource-limited nations and apply an ethical lens to examine the ways in which children and adolescents have been treated impermissibly. We finish with recommendations and calls to action for key stakeholders to consider.","PeriodicalId":37143,"journal":{"name":"Global Studies of Childhood","volume":"11 1","pages":"105 - 114"},"PeriodicalIF":0.0,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2043610620976142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47972092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}