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
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -