Re-Imagining the Image of the Educator in Post-Secondary Early Childhood Education: Calling for Epistemic Justice
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| Title: | Re-Imagining the Image of the Educator in Post-Secondary Early Childhood Education: Calling for Epistemic Justice |
|---|---|
| Language: | English |
| Authors: | Adam W. J. Davies (ORCID |
| Source: | Pedagogy, Culture and Society. 2024 32(4):1013-1031. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Teachers, Early Childhood Education, Educational History, Foreign Countries, Preservice Teacher Education, Racism, Social Bias, Teacher Role, Indigenous Populations, Minority Group Students, Residential Schools, Canada Natives |
| Geographic Terms: | Canada |
| DOI: | 10.1080/14681366.2024.2355100 |
| ISSN: | 1468-1366 1747-5104 |
| Abstract: | Early childhood education (ECE) spaces within settler-colonial societies operate as sites of violence and oppression whereby non-conformity to white, rational, ableist, cisgender norms is weaponised as developmental deficits. In this paper, we refer to the refusals of non-dominant ways of knowing as forms of epistemic injustice (Fricker 2007). We describe the foundational underpinnings of ECE throughout the twentieth century in Ontario, Canada and trace how normative ideas of children, educators, education, and childhood developed through a largely positivist, developmental orientation. Ultimately, we call for epistemic justice (Fricker 2007) as an emancipatory way forward in post-secondary ECE programmes. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428392 |
| Database: | ERIC |
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| Abstract: | Early childhood education (ECE) spaces within settler-colonial societies operate as sites of violence and oppression whereby non-conformity to white, rational, ableist, cisgender norms is weaponised as developmental deficits. In this paper, we refer to the refusals of non-dominant ways of knowing as forms of epistemic injustice (Fricker 2007). We describe the foundational underpinnings of ECE throughout the twentieth century in Ontario, Canada and trace how normative ideas of children, educators, education, and childhood developed through a largely positivist, developmental orientation. Ultimately, we call for epistemic justice (Fricker 2007) as an emancipatory way forward in post-secondary ECE programmes. |
|---|---|
| ISSN: | 1468-1366 1747-5104 |
| DOI: | 10.1080/14681366.2024.2355100 |
