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ERIC Number: EJ988809
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-0145-935X
Unsettling Representational Practices: Inhabiting Relational Becomings in Early Childhood Education
Nxumalo, Fikile
Child & Youth Services, v33 n3-4 p281-302 2012
This article seeks to unsettle representational practices enacted through dominant multicultural pedagogical approaches in the early childhood classroom. Drawing from a research study in early childhood centers that investigated practitioners' and children's negotiations of racial difference, I explore how multicultural pedagogical approaches in early childhood spaces present a risk through the potential for static representations of difference and diversity. I argue that these approaches potentially reproduce inequalities and delimit ways of engaging with difference and diversity through prescribing identity and dampening capacities for certain bodies in certain spaces. I offer possibilities for movements away from pre-defined and prescriptive approaches toward complexified approaches that require close attunement to the emergence of material-discursive assemblages. Attention to relational becomings has the potential to open possibilities for socially just early childhood pedagogies that enact a micropolitical engagement with the material-discursive entanglements of everyday encounters. (Contains 1 figure and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada