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ERIC Number: EJ854414
Record Type: Journal
Publication Date: 2008-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0312-5033
Teachers following Children? Heteronormative Responses within a Discourse of Child-Centredness and the Emergent Curriculum
Surtees, Nicola
Australian Journal of Early Childhood, v33 n3 p10-17 Sep 2008
This article highlights aspects of a qualitative research study in New Zealand focused on the operation of teacher discourses of sexuality within early childhood education. The study explored teacher talk and practice about and around sexuality and the subsequent regulation of sexualities in centres. Drawing from the study findings, this article positions teachers' talk and practice about and around sexuality within a framework of heteronormativity, child-centredness and the emergent curriculum. The article provides insight into how this framework licenses absences pertaining to sexualities matters and the ways the absences arise. The article argues such absences create barriers to and/or narrow options for teachers' talk and practice about and around sexuality; reduce opportunities for acknowledgement of difference and diversity; and make attainment of the inclusive ideals of Te Whariki difficult. The article concludes by re-imagining the way ahead with a view to advancing sexualities matters in early childhood education.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand