Uncovering Gendered Teaching Practices in the Early Childhood Classroom Page: 2
The following text was automatically extracted from the image on this page using optical character recognition software:
Larremore, April. Uncovering Gendered Teaching Practices in the Early
Childhood Classroom. Doctor of Education (Early Childhood Studies), August 2014,
162 pp., references, 128 titles.
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. This
inquiry examined the tensions associated with the researcher's attempts to rethink
gendered narratives and childhood sexuality in her own classroom. The study took
place over the course of 4 months and involved a traditional public kindergarten
classroom. Queer theory and feminist poststructuralism, along with a multi-voiced
poststructural autoethnography were used to demonstrate the researcher's shifting
identities and the cultural context that shaped the researcher's behaviors and
perspective. Multivocal autoethnographic narratives were written to illustrate the
researcher's journey between trying on, being in, and becoming a feminist poststructural
educator who uncovers and troubles gendered teaching practices in her own early
childhood classroom. The following insights resulted from this study: young children
actively and knowingly talk about gender and sexuality and do have a considerable
amount of sexual knowledge; heterosexuality plays an integral part in children's
everyday experiences; and a lack of equity and inclusion associated with family diversity
or queer identities exists in the early childhood classroom. 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 also throughout their lives. This
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Larremore, April, 1972-. Uncovering Gendered Teaching Practices in the Early Childhood Classroom, dissertation, August 2014; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc700109/m1/2/: accessed April 18, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .