Femmephobia in Kindergarten Education: Play Environments as Key Sites for the Early Devaluation of Femininity and Care
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| Title: | Femmephobia in Kindergarten Education: Play Environments as Key Sites for the Early Devaluation of Femininity and Care |
|---|---|
| Language: | English |
| Authors: | Jessica Prioletta (ORCID |
| Source: | Contemporary Issues in Early Childhood. 2024 25(2):256-270. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Kindergarten, Femininity, Power Structure, Sex Role, Gender Issues, Play, Teacher Student Relationship, Teaching Methods, Classroom Environment, Disadvantaged, Caring, Learning Activities, Intentional Learning, Ethics, Student Behavior, Young Children, Gender Differences |
| Geographic Terms: | Canada |
| DOI: | 10.1177/14639491221137902 |
| ISSN: | 1463-9491 |
| Abstract: | In this article, the authors argue for a rethinking of kindergarten education from a critical feminist perspective. They illustrate how the devaluation and denigration of femininity and care - otherwise known as femmephobia - that permeates patriarchal societies is present in the seemingly innocent spaces of play in kindergarten. Tracing femmephobia in the spatial-material arrangements of play, teacher-student interactions during play, and children's play practices in two Canadian classrooms, the authors show how care-related activities and learning are deeply marginalized in kindergarten education. Given these findings, the authors propose a femininity-affirmative pedagogy in early learning. Specifically, they discuss the importance of intentional practice around an ethics of care. The authors argue that a refocus on an ethics of care in early childhood education is urgently needed in collective work towards social change. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428264 |
| Database: | ERIC |
| Abstract: | In this article, the authors argue for a rethinking of kindergarten education from a critical feminist perspective. They illustrate how the devaluation and denigration of femininity and care - otherwise known as femmephobia - that permeates patriarchal societies is present in the seemingly innocent spaces of play in kindergarten. Tracing femmephobia in the spatial-material arrangements of play, teacher-student interactions during play, and children's play practices in two Canadian classrooms, the authors show how care-related activities and learning are deeply marginalized in kindergarten education. Given these findings, the authors propose a femininity-affirmative pedagogy in early learning. Specifically, they discuss the importance of intentional practice around an ethics of care. The authors argue that a refocus on an ethics of care in early childhood education is urgently needed in collective work towards social change. |
|---|---|
| ISSN: | 1463-9491 |
| DOI: | 10.1177/14639491221137902 |
