Uncovering Gendered Teaching Practices in the Early Childhood Classroom Page: 3
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knowledge can build children's competencies and resilience, contributing to new cultural
norms of non-violence in gendered and sexual relationships. With a growing diversity in
the make-up of families, it is now more critical than ever that teacher training programs
move away from a single way of knowing and make room for multiple perspectives,
which in turn influence innovative kinds of teaching decisions and practices. This
research 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.
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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/m1/3/: accessed April 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .