Suchergebnisse

Early Childhood in Postcolonial Australia is a critical narration of how Australian children use cultural markers such as, skin color, diet and religious practices to build their identity categories of ""self"" and ""other

Este artigo examina a falta de proteção de crianças no Chile, destacando os principais problemas enfrentados por crianças na cidade baixa. Através de uma análise crítica do pensamento de Foucault, é analisado um tipo de população ignorada pelo filósofo francês e pelos estudos acadêmicos subsequentes. Através de uma análise histórica, explora-se como, desde o século XIX até os dias atuais, a institucionalização das crianças tem sido utilizada como estratégia de controle, confinamento e governo da população. Por fim, é delineada uma interpretação filosófica da infância em termos biopolíticos, que esclarecem que na institucionalização das crianças pelo Estado, é exercido um poder governamental que pode fazê-las morrer. ; This article examines the lack of protection of children in Chile, highlighting the main problems experienced by children of the lower class. Through a critical analysis from Foucault's thought, a type of population ignored both by the French philosopher and by subsequent academic studies is analyzed. Through a historical analysis, it is explored how from the 19th century to the present day, the institutionalization of children has been used as a strategy of control, confinement and government of the population. Finally, a philosophical interpretation of childhood in biopolitical terms is outlined, which clarifies that in the institutionalization of children by the State, a governmental power is exercised that can make them die. ; El presente artículo examina la desprotección de la infancia en Chile, al destacar las principales problemáticas experimentadas por la niñez del bajo pueblo. Mediante un análisis crítico desde el pensamiento de Foucault, se analiza un tipo de población ignorada tanto por el filósofo francés, como por los estudios académicos posteriores. A través de un análisis histórico, se explora cómo desde el siglo XIX hasta la actualidad, se ha utilizado la institucionalización infantil como una estrategia de control, encierro y gobierno de la población. Por último, se esboza una ...

Children have been governed within early childhood care and education in ways that would be heavily scrutinized if the same situations occurred within adult contexts. As such, in this article, we utilize Black feminist perspectives to interrogate and (re)examine childhood regulatory spaces. We provide readers with storied narratives that demonstrate how younger human beings are violated, controlled, and disciplined. To emphasize these points, we describe these same childhood experiences as if they were happening to adults. Examples of situations interrogated include everyday childhood routines, the use of assessment to determine ability grouping, and implementation of classroom management systems. Theorizing the narratives with a Black feminist lens inspires the rethinking of everyday (sometimes unrealized) regulation of younger human beings in early childhood care and education.

This essay critically examines how the militarization of childhood(s) takes place in the Luhansk and Donetsk People's Republics. The intensification of hostilities in Eastern Ukraine in mid-2014 has had a profound impact on local populations, particularly children. While no systematic recruitment and participation of children in conflict has been reported, childhood has become what Agathangelou and Killian would characterize as a 'site for displacement and maneuvering for militarization.' Drawing on feminist methodologies, I examine processes of the militarization of children's everyday lives. This article investigates a range of ways in which authorities of proto-states in the Donbas region address children as participants and potential collaborators in the processes of militarization. In my analysis, I examine how war and preparation for it are simultaneously co-constituted by the geopolitical—legitimation of new proto-states—and everyday practices, such as engaging with school curricula, visiting museums, and (re)inventing historical narratives. Understanding of mechanisms that militarize childhood and how children become subjects and objects of militarization allows for a critical analysis that reveals spaces of everyday violence. This article, therefore, enhances our understanding about the intersections of childhood, militarism, and security.

This essay critically examines how the militarization of childhood(s) takes place in the Luhansk and Donetsk People's Republics. The intensification of hostilities in Eastern Ukraine in mid-2014 has had a profound impact on local populations, particularly children. While no systematic recruitment and participation of children in conflict has been reported, childhood has become what Agathangelou and Killian would characterize as a 'site for displacement and maneuvering for militarization.' Drawing on feminist methodologies, I examine processes of the militarization of children's everyday lives. This article investigates a range of ways in which authorities of proto-states in the Donbas region address children as participants and potential collaborators in the processes of militarization. In my analysis, I examine how war and preparation for it are simultaneously co-constituted by the geopolitical—legitimation of new proto-states—and everyday practices, such as engaging with school curricula, visiting museums, and (re)inventing historical narratives. Understanding of mechanisms that militarize childhood and how children become subjects and objects of militarization allows for a critical analysis that reveals spaces of everyday violence. This article, therefore, enhances our understanding about the intersections of childhood, militarism, and security.

Thatcher''s Grandchildren explores sociological and political issues about childhood that have that have become increasingly significant in the twenty first century within a political landscape framed by neo-liberalism. Issues addressed include child protection and abuse, the media, education and schooling, and poverty

Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- Abbreviations -- 1 Introduction -- Abstract -- References -- Feminism(s) Reconceptualising Histories -- 2 Feminism and the Development of Early Childhood Education in Australia -- Abstract -- Introduction -- Maternalism and the Early Childhood Movement in Late Nineteenth Century -- Training of Preschool Teachers -- A New Education? -- A New Education for All Citizens? -- Disabling Divisions -- Second Wave Feminism in Australia -- Conclusion -- References -- 3 The Didgeridoo, an Instrument of Oppression or Decolonisation? -- Abstract -- Introduction -- The Didgeridoo Within an Indigenous Specific Early Childhood Space -- Ramifications for Daring Girls and the Didgeridoo -- Conclusion -- Acknowledgments -- References -- 4 Celebrating Pioneering and Contemporary Feminist Approaches to Studying Gender in Early Childhood -- Abstract -- Introduction -- Feminist Challenges to Biological Determinist Discourses in Sex Role Theory: The Rise of Socialization in Gender Differences -- Children's Subjectivity and Agency-From Gender Sex Role Theory and Socialization to Feminist Post-structuralism -- Feminism and Queer Theory: The Relationship Between Gender and Sexuality -- What Does Postfeminism Mean for Understanding Gender in Early Childhood? -- Posthumanist and New Materialist Feminist Approaches for the Study of Gender in Early Childhood -- Implications for Early Childhood Education -- References -- 5 Black Feminist Thought in Early Childhood Studies: (Re)Centering Marginalized Feminist Perspectives -- Abstract -- Introduction -- Why Black Feminist Thought? -- Black Feminist Perspectives -- Black Feminist Thought -- Black Feminist Thought and Early Childhood Studies -- Expression of Lived Experiences -- Theorizing Power -- Addressing Systemic (Re)Productions of Power

Pensar hoy en la infancia latinoamericana es una tarea de carácter urgente. Ello significa poder reflexionar tanto sobre el presente histórico y social que vivimos en nuestra América Latina como también detenerse a comprender, en clave política, nuestra propia condición humana, entendida no como el efecto de las condiciones bajo las que se ha dado la vida del hombre si no como aquella que define su existencia por la propia acción de los hombres. Los avances logrados en los últimos años han disminuido los niveles de pobreza pero la desigualdad continúa afectando a millones de personas que habitan nuestra región, la educación tiene como principal tarea pedagógica "verificar la igualdad" y permitir que la infancia pueda añadir algo propio al mundo al que llega. Ampliar las fronteras de lo educativo en el territorio de lo social exige una posición enseñante sin claudicaciones ni miradas que estigmaticen a la niñez que asiste cada día a las escuelas en las barriadas populares. Educar requiere desplazar los límites de lo posible. ; Thinking about childhood today in Latin American is an urgent issue. This means to reflect about both the historical and social mind that we live in our Latin America as stopping to understand, in political terms, our own human condition, understood not as the effect of the conditions under which it has given man's life but as one that defines its existence by the action of men. Advances in recent years have decreased levels of poverty but inequality continues to affect millions of people living in our region. The education has as main pedagogical task "verify equality" and allow children to add something of their own to the world that they arrives. Enlarge the boundaries of education in the social territory, demands a teacher position that do not give up or looks that stigmatize children attending each day to schools in the popular neighborhoods. To educate requires moving the limits of the possible. ; Facultad de Humanidades y Ciencias de la Educación

In the fall of 2010, a group of early childhood scholars concerned with the impact of neoliberalism on those who are younger met to discuss the situation and the various performances of neoliberalism in diverse local spaces. The global condition (as entangled neoliberal assemblages) requires new critical qualitative research perspectives and conceptualizations, unthought methods, and ways to center traditionally marginalized theories and understandings. This article introduces, and overviews, the qualitative research used by the various scholars in different locations around the globe from within a theoretical perspective that predominantly employs the Deleuze/Guattari notion of assemblage as applicable to qualitative research.