NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ956340
Record Type: Journal
Publication Date: 2012-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-1476-718X
Thinking Differently about Guidance: Power, Children's Autonomy and Democratic Environments
Millei, Zsuzsa
Journal of Early Childhood Research, v10 n1 p88-99 Feb 2012
This article critiques guidance approaches to discipline, that are employed in early childhood environments with an aim to create democratic environments for children, and as part of "good" practices. Advocates of guidance claim that this is a more humane or democratic approach to discipline that empowers children, and therefore, power in the classroom appears as more equalized or distributed. The author adopts a particular perspective in the field of educational psychology by using Foucault's conceptualization of power and confession (1981). This analytical context opens up avenues to problematize guidance's claims about the nature of teacher-child power relations, and children's autonomy. Guidance is then re-read as a subtle, often invisible way of regulation, that sheds new light on a particular kind of autonomy children are allowed. The article concludes with an emphasis on the necessity to be vigilant with guidance. Vigilance is needed to keep in sight that guidance is a discourse that positions subjects in power relations and its quest for democracy is a part of its discourse with power implications rather than its ultimate goal. (Contains 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia