狂欢与假学校:对幼儿教育纵向想象的越界

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Erin Dyke
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引用次数: 1

摘要

摘要这项研究通过一项为期两年的批判性参与性民族志研究,考察了在我和六个中等收入、种族和性别多样化的六岁和七岁的孩子之间想象一个教育世界的集体劳动,该研究涉及一个六口之家(包括我自己的)流行病合作社——假学校,孩子们戏称之为假学校。Fake School最初是一个为期一学期的临时权宜之计,目的是在远程学习中安排共享儿童保育,在疫情的不确定性和激增中,远程学习成为了一个为期两年的集体项目。我借鉴史泰瑞布拉斯和怀特的作品,以狂欢节为分析工具,探索教育学习模式的垂直主义想象。我试图在更广泛的常态概念背景下讲述我们的假学校,这些概念界定了公共教育的可能未来。我认为,我们短暂创建的新兴教育世界为授权幼儿对教育未来的看法提供了重要的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children
Abstract This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative—Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children’s perspectives on the future of education.
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来源期刊
Educational Studies-AESA
Educational Studies-AESA EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
33
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