Home > Research > Publications & Outputs > Gender flexible pedagogy in early childhood edu...

Research

Associated organisational unit

Electronic data

  • Warin and Adriany author accepted MS

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Gender Studies on 04/11/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/09589236.2015.1105738

    Accepted author manuscript, 184 KB, PDF document

    Available under license: CC BY: Creative Commons Attribution 4.0 International License

Links

Text available via DOI:

Keywords

View graph of relations

Gender flexible pedagogy in early childhood education

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Gender flexible pedagogy in early childhood education. / Warin, Joanna; Adriany, Vina.
In: Journal of Gender Studies, Vol. 26, No. 4, 07.2017, p. 375-386.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Warin, J & Adriany, V 2017, 'Gender flexible pedagogy in early childhood education', Journal of Gender Studies, vol. 26, no. 4, pp. 375-386. https://doi.org/10.1080/09589236.2015.1105738

APA

Warin, J., & Adriany, V. (2017). Gender flexible pedagogy in early childhood education. Journal of Gender Studies, 26(4), 375-386. https://doi.org/10.1080/09589236.2015.1105738

Vancouver

Warin J, Adriany V. Gender flexible pedagogy in early childhood education. Journal of Gender Studies. 2017 Jul;26(4):375-386. Epub 2015 Nov 4. doi: 10.1080/09589236.2015.1105738

Author

Warin, Joanna ; Adriany, Vina. / Gender flexible pedagogy in early childhood education. In: Journal of Gender Studies. 2017 ; Vol. 26, No. 4. pp. 375-386.

Bibtex

@article{26ab1f9f6a604ade8ca68326fb2f5fe1,
title = "Gender flexible pedagogy in early childhood education",
abstract = "Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver {\textquoteleft}gender flexible pedagogy{\textquoteright}, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers{\textquoteright} implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.",
keywords = "Gender, early childhood, pedagogy, role modelling",
author = "Joanna Warin and Vina Adriany",
year = "2017",
month = jul,
doi = "10.1080/09589236.2015.1105738",
language = "English",
volume = "26",
pages = "375--386",
journal = "Journal of Gender Studies",
issn = "0958-9236",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Gender flexible pedagogy in early childhood education

AU - Warin, Joanna

AU - Adriany, Vina

PY - 2017/7

Y1 - 2017/7

N2 - Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.

AB - Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.

KW - Gender

KW - early childhood

KW - pedagogy

KW - role modelling

U2 - 10.1080/09589236.2015.1105738

DO - 10.1080/09589236.2015.1105738

M3 - Journal article

VL - 26

SP - 375

EP - 386

JO - Journal of Gender Studies

JF - Journal of Gender Studies

SN - 0958-9236

IS - 4

ER -