NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906423
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
Queering Early Childhood Studies: Challenging the Discourse of Developmentally Appropriate Practice
Janmohamed, Zeenat
Alberta Journal of Educational Research, v56 n3 p304-318 Fall 2010
This article reviews approaches to early childhood training and practice in Ontario and sets it in the wider context of feminist poststructural knowledge production. Through a feminist poststructural reading, this article uncovers dominant assumptions of universality underlying the heteronormative discourse of developmentally appropriate practice that dominates early childhood training, postsecondary program curriculum, and professional learning and practice. It argues that postsecondary studies in early childhood education must challenge the pervasive heteronormative discourse in order to shift early childhood practice toward a viewpoint that is counter-hegemonic and integrates queer perspectives.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada