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ERIC Number: EJ812790
Record Type: Journal
Publication Date: 2007-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0013-1857
Deconstructing and Transgressing the Theory-Practice Dichotomy in Early Childhood Education
Taguchi, Hillevi Lenz
Educational Philosophy and Theory, v39 n3 p275-290 Jun 2007
This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co-constructive, and re-constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre-school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructed. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of "resistance", affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden