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'Playing Social Justice': How Do Early Childhood Teachers Enact the Right to Play through Resistance and Subversion?

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Title: 'Playing Social Justice': How Do Early Childhood Teachers Enact the Right to Play through Resistance and Subversion?
Language: English
Authors: Jo Albin-Clark (ORCID 0000-0002-6247-8363), Nathan Archer (ORCID 0000-0003-4365-4349)
Source: Prism: Casting New Light on Learning, Theory & Practice. 2023 5(2):47-66.
Availability: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Early Childhood Teachers, Play, Childrens Rights, Social Justice, Resistance (Psychology), Teacher Attitudes, Academic Freedom, Teaching Methods, Teaching Styles, Instructional Innovation
ISSN: 2514-5347
Abstract: In this paper we narrate how playful pedagogies can resist the single story of formalised learning discourses in early childhood education and care. According to Wood (2015), play is fundamental to learning and established in international literature. In addition, through international treaties, children have the right to play (OHCHR, 1989). Yet, in contemporary outcomes-driven policy, formalised teaching has become normalised. Play is thus marginalised and positioned as a privilege, rather than as a right. Here, we position play in relation to democracy, equity, and social justice, by storying how two teachers facilitate the right to play, and we argue this is a fruitful sub-context for resistance. From this perspective, teachers' resistances do not just enable play, they embody and enact representative and democratic justice. First, the teachers in our study story representative forms of social justice in moral and ethical terms. They describe making play happen as an embodiment of 'being the right thing'. Second, teachers enact democratic forms of social justice through resistance actions. Such actions are positioned as moral acts described as 'doing the right thing' but carry risks as they attract scrutiny that entangles an emotional vulnerability.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432493
Database: ERIC
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  Data: 'Playing Social Justice': How Do Early Childhood Teachers Enact the Right to Play through Resistance and Subversion?
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  Data: <searchLink fieldCode="AR" term="%22Jo+Albin-Clark%22">Jo Albin-Clark</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6247-8363">0000-0002-6247-8363</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nathan+Archer%22">Nathan Archer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4365-4349">0000-0003-4365-4349</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Prism%3A+Casting+New+Light+on+Learning%2C+Theory+%26+Practice%22"><i>Prism: Casting New Light on Learning, Theory & Practice</i></searchLink>. 2023 5(2):47-66.
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  Data: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
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  Data: 20
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  Data: 2023
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Freedom%22">Academic Freedom</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink>
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  Data: In this paper we narrate how playful pedagogies can resist the single story of formalised learning discourses in early childhood education and care. According to Wood (2015), play is fundamental to learning and established in international literature. In addition, through international treaties, children have the right to play (OHCHR, 1989). Yet, in contemporary outcomes-driven policy, formalised teaching has become normalised. Play is thus marginalised and positioned as a privilege, rather than as a right. Here, we position play in relation to democracy, equity, and social justice, by storying how two teachers facilitate the right to play, and we argue this is a fruitful sub-context for resistance. From this perspective, teachers' resistances do not just enable play, they embody and enact representative and democratic justice. First, the teachers in our study story representative forms of social justice in moral and ethical terms. They describe making play happen as an embodiment of 'being the right thing'. Second, teachers enact democratic forms of social justice through resistance actions. Such actions are positioned as moral acts described as 'doing the right thing' but carry risks as they attract scrutiny that entangles an emotional vulnerability.
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 47
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Childrens Rights
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Resistance (Psychology)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Academic Freedom
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
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      – TitleFull: 'Playing Social Justice': How Do Early Childhood Teachers Enact the Right to Play through Resistance and Subversion?
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            NameFull: Nathan Archer
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              Y: 2023
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