Street children are often constructed as fragile individuals who lose their innocent childhood since they have to work and do not have the opportunity to play like most of their peers. Using Bourdieu's concept of field, capital and habitus, this article seeks to go beyond the existing notion of play by exploring how street children in Bandung, Indonesia, understand and negotiate play with working as part of their everyday lives. The authors took an ethnographic approach to collect data from 14 street children and their guardians, mainly through observation and ongoing conversation. The findings suggest that the children are able not only to navigate the meaning of play, but also to negotiate their social position with adults on the street. This article serves as an invitation for educators and policymakers to develop educational programmes that are sensitive to multiple meanings of play, children and childhood.
This paper discusses the construction of gender in early childhood education. Many studies that discuss this topic have been conducted both nationally and internationally. Internationally, research on gender in early childhood adopts critical theories that masculinity and femininity as something fluid and negotiated. The perception of men as the centre of the society's structure has been in equality a strong patriarchal culture in Indonesia. In the field of early childhood education, research that adopts critical theories on gender are still very scarce. This paper aims to expand previous studies by adopting Bourdieu's lens to analyse the extent to which social structure and class are intersected with gender construction. Using a literature study, finding of this paper is hoped to contribute to the debate and theories on gender in the early years.
This paper aims to analyse the practices of symbolic violence in ECE. Symbolic violence is an invisible violence that cannot be seen clearly without a critical and in-depth understanding of the person who experienced it (the victim). Symbolic violence often undetectable since it is recognized as something natural and must occurs. Symbolic violence comes about through internalized collective values, which have been assumed as the truth, proper, reasonable and are justified as a culture. Using Bourdieu's theory of symbolic violence, this paper analyses the internalized collective values that led to symbolic violence in early childhood education settings.
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