记忆的声音:通过黑人女性的回忆录和解释性残疾研究来困扰知识的专业化

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Elaine Cagulada, Madeleine DeWelles
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引用次数: 0

摘要

在这篇文章中,作者通过探索玛丽·赫林·赖特在《家的声音》中关于在美国南部长大的黑人和聋人的回忆录和贝尔·胡克在《黑骨:少女时代的回忆》中关于童年的回忆录,鼓励考虑使用黑人妇女的回忆录来指导学前儿童教育。在他们与赖特和胡克斯的接触中,童年、渴望和记忆的故事似乎是对权力、霸权和社会不平等问题的有效认识形式。作者进一步证明,安大略幼儿教育学院推广的实践标准,特别是“标准二:课程和教育学”,将知识理解为有效的,主要是基于经验和发展的认识方式。黑人女性的回忆录和反叙事,从解释性残疾研究的角度出发,通过暗示童年的记忆和故事在学前儿童教育培训和其他方面也是有效和重要的知识形式来解决这个问题。如何鼓励和支持残疾研究方法融入学前儿童教育环境?这种方法如何有助于模糊在学前儿童早期教育以及几乎所有儿童与成人的关系中经常出现的儿童-成人二元对立?作者认为,黑人女性的回忆录融合了创造性和批判性,可以加深我们对归属感和爱的理解,因此是对嵌入在规范秩序中的教育机构的必要干预,这种秩序在儿童和成人之间创造了二元性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The sounds of memory: Troubling the professionalization of knowledge through Black women’s memoir and interpretive disability studies
In this article, the authors encourage the consideration of the use of Black women’s memoir to inform pre-service early childhood education by exploring Mary Herring Wright’s memoir of growing up Black and deaf in the southern USA in Sounds Like Home and bell hooks’ memoir of childhood in Bone Black: Memories of Girlhood. In their engagement with Wright and hooks, stories of childhood, longing and memory appear as valid forms of knowing that attend to issues of power, hegemony and social inequity. The authors further demonstrate that the standards of practice promoted within the Ontario College of Early Childhood Educators, particularly ‘Standard II: Curriculum and Pedagogy’, understand knowledge as valid primarily if based on empirical and developmental ways of knowing. Black women’s memoirs and counternarratives, engaged with from an interpretive disability studies perspective, trouble this by suggesting that memories and stories of childhood also serve as valid and important forms of knowledge in pre-service early childhood education training and beyond . How might one encourage and support a disability studies approach to inclusion in pre-service early childhood education settings? How might such an approach help blur the child–adult binary that often appears in pre-service early childhood education, and in almost all the relationships that children have with adults? Melding the creative and the critical, the authors argue that Black women’s memoir can deepen our understanding of belonging and love, and therefore is a necessary intervention in educational institutions embedded within a normative order that creates binaries between children and adults.
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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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