停止“思维不足”的幼儿教育工作者:在职前教育中尊重主体性,以建立智力和关系能力

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kimberly P Bezaire, Lisa Johnston
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引用次数: 1

摘要

在服务前幼儿教育中,儿童观察中客观性的顽固主导地位值得我们放弃,因为我们面临着其过时、有问题、以欧洲为中心、新自由主义甚至种族主义的局限性。在最近旨在建立“批判性反思”实践的背景下,如“教学文件”和“合作探究”,作为加拿大安大略省“进行”幼儿课程规划的“新方式”,作者担心,命名和创造条件与主体性概念“共同思考”的艰苦工作被错过和误解了。错过这种共同的思维,不坚持主观主义斗争的风险,特别是在课程和安置中,低估和“低估”了学生的智力,并将理论定位为与实践的中立关系。那么,在培养职前学生的智力和关系能力方面,人们是如何接受主体性并认识到其可供性的呢?在幼儿教育服务前计划的背景下,需要创造什么条件来引导批判性思维并参与主观能动性?作者从批判性教育的角度出发,对幼儿教育背景下的主体性进行了界定;确定他们作为教授和现场联络员在工作中遇到的概念障碍;并提出服务前程序的潜在生成条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities
The stubborn dominance of objectivity in child observation in pre-service early childhood education warrants letting go of as we confront its limitations as outdated, problematic, Eurocentric, neo-liberal and even racist. In the context of recent aims to establish ‘critically reflective’ practices, such as ‘pedagogical documentation’ and ‘collaborative inquiry’ as the ‘new way’ to ‘do’ early childhood curriculum planning in Ontario, Canada, the authors are concerned that the hard work of naming and creating conditions to ‘think together’ with concepts of subjectivity has been missed and misunderstood. The risk of missing this shared thinking and not persevering in the struggles of subjectivities, especially in curriculum courses and placement, underestimates and ‘under-minds’ the intellectual capacity of students and positions theory as neutral in its relation to practice. How, then, does one take up subjectivity and recognize its affordance in building the intellectual and relational capacity of pre-service students? What conditions need to be created to lead with critical thinking and engage in subjectivities in the context of early childhood education pre-service programs? Drawing on critical educational perspectives, the authors work to define subjectivity in the context of early childhood education; identify the conceptual barriers that they have encountered in their work as a professor and a field liaison; and propose potentially generative conditions for pre-service programs.
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来源期刊
Contemporary Issues in Early Childhood
Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
8.30%
发文量
35
期刊介绍: Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.
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