Bricoleurs in preschool: girls poaching horror media and gendered discourses

Henward, Allison Sterling; MacGillivray, Laurie

doi:10.1080/09540253.2014.949634

Cited by 7 publications

(6 citation statements)

References 40 publications

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“…Tobin (2000) introduces four key Bakhtinian principles for interpretation of utterances: "The meaning of an utterance is always contextual," "The word is only half ours," "The content of psychic life is thoroughly ideological," and "We have an ethical imperative to answer" (Tobin, 2000: 20-21). Among them, this study pays particular attention to "two-voiced discourse," which refers to a representation of multiple people's ideas in the Korean social contexts within a parent's voice and "the ideological content of Korean parent's life" in which "tensions within larger community will make Korean parents' way into the speech of individuals" (Henward and MacGillivray, 2014). That is, because the Bakhtinian perspectives allow us to analyze not only "what they said" but also to reveal "what they did not say" as tacit discourses, including "the extraverbal contexts of utterance" (Volosinov, 1976: 99), we can consider that the parents' utterances about digital play can be considered as expressions of not only their individual expressions but also of others' voices and larger social concerns and tensions.…”

Section: Discussionmentioning

confidence: 99%

Exploring Korean parents’ meanings of digital play for young children

Dong

2018

Global Studies of Childhood

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This study is about contemporary Korean parents' social tensions and the cultural meanings around digital play. Through interviews with 13 middle-class Korean parents, they discussed their perspectives on digital play, including their views of popular culture, high-technology, and learning, which created inner conflicts and negotiations with their children in their everyday lives. Furthermore, Korean parents tended to employ digital play for their children with their own purposes and meanings, such as rewards, social competiveness, learning English, and finding effective ways to keep their children occupied. Thus, based on the hypercompetitiveness of formal education in Korean contexts, this study argues that digital play is not merely children's play with digital technology, rather digital play reflects the social pressures, concerns, and anxieties that these middle-class Korean parents feel regarding their notion of parenting, their parental practices, and their children's intense competition in education (and the job market) in global and neoliberal times.

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Section: Discussionmentioning

confidence: 99%

Exploring Korean parents’ meanings of digital play for young children

Dong

2018

Global Studies of Childhood

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“…African American HS teachers are often part of school communities, suggesting they may be more likely to see classrooms as spaces for political and socioeconomic advancement and activism (Milner, 2006;Tomek, 2014). In the absence of a relevant curriculum, justice-minded teachers alter irrelevant and inappropriate lessons from mainstream curricula (Henward & MacGillivray, 2014;Henward et al, 2019aHenward et al, , 2019b). HS's teaching is and has always been political.…”

Section: A Curriculum For All?mentioning

confidence: 99%

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

Henward

Lyu

Jackson

2021

Teachers College Record

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Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use comprehensive and commercialized curriculums. Study Purpose: This article is about the challenges early childhood educators face when young children (ages 3–5) bring painful and uncomfortable issues of race, racism, and incarceration to preschool. This study is part of the research project Negotiating Head Start Curriculum (NHSC), a comparative study of policy implementation in four cultural communities in the United States. Here we focus on educators’ response to the “Jail Scene,” a pivotal scene taped in an HS classroom serving African American children. Research Design: The method used in the NHSC project is a multivocal ethnographic research method combined with a comparative case study design. We selected classrooms in each community that implemented both Creative Curriculum® and Teaching Strategies Gold®, led by experienced teachers in Chicanx and Latinx, Samoan, and white Appalachian communities. We made videotapes of similar activities across all sites. We then used these videos as cues for focus group interviews with educators (teachers, directors, and instructional personnel). We applied constant comparative, Critical Discourse Analysis, and Voloshinovian literary analysis to 41 interview transcripts of 132 educators’ talks. Findings: Analysis of transcripts indicates Black teachers are more likely to recognize racism, including the effects of incarceration and arrest on children’s talk and play, in ways unavailable to teachers from outside their community. Despite extant research suggesting early childhood teachers of color are no more likely to engage with young children about racism than white teachers, our study found that Black teachers offer nuanced, careful, and responsive approaches to antiracist pedagogy. They respond in sensitive, child-led, playful ways, inserting counternarratives within the confines of scripted curricula. Conclusions: ECE teachers’ disparity of interpretation has particular importance as ECE moves to professionalize the field. If elementary school patterns are any indication, the field should expect a sharp increase in the percentage of white, middle-class teachers instructing children of color. Unintentionally, these teachers may fail to recognize the play and talk to contain challenges born out of racism and inequality. We suggest policymakers, curriculum designers, and the broader field of ECE must carefully consider the approaches of teachers of color and take these approaches seriously.

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“…For Roha and Kara, this permits understandings of how mothers are constituted, made again over and over, depending on their social world. As these few brief reflections show, B + W subjectivit(ies) shifted as they were produced by socially discursive practices formed in moments, (Henward and MacGillivray 2014;Foucault 1972).…”

Section: Rectifying Liminal Temporary and Conflicting Constitution(mentioning

confidence: 99%

I Am Roha’s Emaye: A Critical Autoethnography of Mothering in Liminal Spaces

Miheretu

Henward

2020

Genealogy

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In this critical autoethnographic study, we examine how one woman, Roha’s emaye (Amharic for mother), developed necessary racialized subjectivities as mother of a child who codes as Black in contemporary U.S. society. While substantial research outlines how mothers of color must prepare children to live in a racist world; typically, this perspective focuses on the child. Often, it excludes how mothers—both Black and White—must ‘do’ identity work to make sense of this. Although race is a social and cultural construct, when women cross the color line to partner and have children, the challenges they face both as part of a couple and mother are real. Data are drawn from journals and memories, blending self-observation and reflexive investigation as fieldwork to intentionally comment on and critique cultural practices surrounding mothering and subjectivity. Data were analyzed using Foucauldian concepts of Genealogy, Power, and Subjectification. Findings indicate that this mother was constructed, regulated, normalized, and categorized and found to occupy multiple liminal spaces. This paper argues that tracing how particular subjectivities are given power and regulated in specific contexts of mothering contributes nuanced understandings of how race comes to matter, for whom, and when.

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Bricoleurs in preschool: girls poaching horror media and gendered discourses

Cited by 7 publications

References 40 publications

Exploring Korean parents’ meanings of digital play for young children

Exploring Korean parents’ meanings of digital play for young children

African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter

I Am Roha’s Emaye: A Critical Autoethnography of Mothering in Liminal Spaces

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