Disrupting Gendered Pedagogies in the Early Childhood Classroom: Exploring Limin

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The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher's attempts to rethink gendered narratives and childhood sexuality in her own classroom.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

Young children's access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children's competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher's attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children's talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.

Author Biography

April Larremore works in the K-2 Curriculum and Instruction Department for Dallas ISD. She has worked in early childhood for twenty years as a practitioner, a learning coach, a curriculum writer, and a professional development presenter. She received her EdD in early childhood studies from the University of North Texas.

Table of Contents

Contents: Can I Rethink My Kindergarten Teaching? – Critical Autoethnography and Possibilities for Reframing Teaching Practices – Disrupting Dominant Constructions – Gender and the Schooling of Girls and Boys – Shifting Identities, Multiple Subjectivities, and the (Re)Making of a Teacher – Creating Liminal Classroom Spaces: Acknowledging My Disruptive Teacher Voice – A Letter to Teachers Who Would Be Critical, Disruptive and Transformative – Moving Forward in the Journey: Creating a Critically Conscious Classroom.

Details ISBN1433133024 Author April Larremore Short Title DISRUPTING GENDERED PEDAGOGIES Pages 141 Language English Edition 2nd ISBN-10 1433133024 ISBN-13 9781433133022 Media Book Format Hardcover DEWEY 372.21 Series Childhood Studies Year 2016 Publication Date 2016-03-30 Imprint Peter Lang Publishing Inc Country of Publication United States Subtitle Exploring Liminal Subjectivities Series Number 2 UK Release Date 2016-03-30 AU Release Date 2016-03-30 NZ Release Date 2016-03-30 US Release Date 2016-03-30 Edited by Inger Mewburn Birth 1974 Affiliation Univ Of Illinois At Urbana-champaign, Usa Position Customer Qualifications M.D. Publisher Peter Lang Publishing Inc Edition Description New edition Alternative 9781433133015 Audience Professional & Vocational We've got this

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