Uncovering Gendered Teaching Practices in the Early Childhood Classroom Metadata
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- Main Title Uncovering Gendered Teaching Practices in the Early Childhood Classroom
Author: Larremore, April, 1972-Creator Type: Personal
Chair: King, Kelley M. (Kelly Marie), 1964-Contributor Type: PersonalContributor Info: Major Professor
Committee Member: Van Tassell, Francis S., 1942-Contributor Type: Personal
Committee Member: Hagen, Carol KellermanContributor Type: Personal
Committee Member: Nelson, Nancy, 1941-Contributor Type: Personal
Name: University of North TexasPlace of Publication: Denton, TexasAdditional Info: www.unt.edu
- Creation: 2014-08
- Content Description: 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 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.
- Physical Description: v, 162 pages
- Keyword: gender
- Keyword: early childhood
- Keyword: sexuality
- Keyword: young child
- Library of Congress Subject Headings: Sex role in children.
- Library of Congress Subject Headings: Kindergarten.
- Library of Congress Subject Headings: Early childhood education.
- Library of Congress Subject Headings: Children and sex.
Name: UNT Theses and DissertationsCode: UNTETD
Name: UNT LibrariesCode: UNT
- Rights Access: public
- Rights Holder: Larremore, April, 1972-
- Rights License: copyright
- Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.
- Thesis or Dissertation
- Archival Resource Key: ark:/67531/metadc700109
- Academic Department: Department of Teacher Education and Administration
- Degree Discipline: Early Childhood Education
- Degree Level: Doctoral
- Degree Name: Doctor of Education
- Degree Grantor: University of North Texas
- Degree Publication Type: disse