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  • 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


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Gender flexible pedagogy in early childhood education

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>07/2017
<mark>Journal</mark>Journal of Gender Studies
Issue number4
Number of pages12
Pages (from-to)375-386
Publication StatusPublished
Early online date4/11/15
<mark>Original language</mark>English


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.