"Because Boys Don't Do Ballet": Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten.
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| Title: | "Because Boys Don't Do Ballet": Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten. |
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| Authors: | Prioletta, Jessica1 jpriolet@ubishops.ca, Davies, Adam2 adam.davies@uoguelph.ca |
| Source: | Journal of Childhood Studies. Jul2024, Vol. 49 Issue 2, p57-71. 15p. |
| Subject Terms: | *Early childhood education, *Gender inequality, Feminism, Gender identity, Feminist theory |
| Abstract: | In this article, the authors draw on feminist theorizations to examine ethnographic data, illustrating how femmephobia is enacted among boys in kindergarten. They also examine how teachers' well-intended responses may inadvertently legitimize femmephobia when a femininity-affirmative orientation is not applied. The authors argue that intentional gender-affirming actions by education stakeholders are necessary for promoting and supporting fluid gender explorations in kindergarten, especially in terms of valuing and validating femininity among boys. Specifically, they consider the potentials of femininity-affirmative pedagogy as one approach to countering femmephobia and working towards gender inclusion and equality in early education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Childhood Studies is the property of Canadian Association for Young Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178820909 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "Because Boys Don't Do Ballet": Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Prioletta%2C+Jessica%22">Prioletta, Jessica</searchLink><relatesTo>1</relatesTo><i> jpriolet@ubishops.ca</i><br /><searchLink fieldCode="AR" term="%22Davies%2C+Adam%22">Davies, Adam</searchLink><relatesTo>2</relatesTo><i> adam.davies@uoguelph.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Childhood+Studies%22">Journal of Childhood Studies</searchLink>. Jul2024, Vol. 49 Issue 2, p57-71. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+identity%22">Gender identity</searchLink><br /><searchLink fieldCode="DE" term="%22Feminist+theory%22">Feminist theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, the authors draw on feminist theorizations to examine ethnographic data, illustrating how femmephobia is enacted among boys in kindergarten. They also examine how teachers' well-intended responses may inadvertently legitimize femmephobia when a femininity-affirmative orientation is not applied. The authors argue that intentional gender-affirming actions by education stakeholders are necessary for promoting and supporting fluid gender explorations in kindergarten, especially in terms of valuing and validating femininity among boys. Specifically, they consider the potentials of femininity-affirmative pedagogy as one approach to countering femmephobia and working towards gender inclusion and equality in early education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Childhood Studies is the property of Canadian Association for Young Children and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178820909 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18357/jcs21458 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 57 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Gender inequality Type: general – SubjectFull: Feminism Type: general – SubjectFull: Gender identity Type: general – SubjectFull: Feminist theory Type: general Titles: – TitleFull: "Because Boys Don't Do Ballet": Boys, Femmephobia, and the Potentials of a Femininity-Affirmative Pedagogy in Kindergarten. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Prioletta, Jessica – PersonEntity: Name: NameFull: Davies, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 23714107 Numbering: – Type: volume Value: 49 – Type: issue Value: 2 Titles: – TitleFull: Journal of Childhood Studies Type: main |
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