Child Development

Farley, Lisa; Dyer, Hannah

doi:10.1007/978-3-030-12852-4_25-1

Cited by 1 publication

(1 citation statement)

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“…In their writing on child development, Farley and Dyer (2022: 12–13) describe how ‘taking the expressive representational worlds of childhood seriously can help to unpattern ourselves from tendencies to hollow out the child of their complex responses to social relationships and emotional conflict’. Similarly, mad people's stories and narratives are continually challenged, interrogated and disbelieved, thereby denying them the ability to have complex, messy and open relationships with their own madness and emotional conflict, which can prevent new and different ways of conceptualizing the world from being heard and perpetuate epistemic injustice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

Davies

2023

Contemporary Issues in Early Childhood

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In this article, the author forwards the importance of mad autobiographical poetic writing to challenge and disrupt epistemic injustice within pre-service early childhood education and care. They explore their own mad autobiographical poetic writing as a queer, non-binary, mad early childhood educator and pre-service early childhood education and care faculty member, and argue that mad poetic writing can methodologically be used as a form of resistance to epistemic injustices and epistemological erasure in early childhood education and care. This article argues for the importance of autobiographical writing in early childhood education and care, and the necessity of centralizing early childhood educators’ subjectivities and histories when addressing – and transforming – issues of equity, inclusion and belonging in early childhood education and care. The personal and intimate mad autobiographical poetic writing of this article – written by the author – focuses on how personal experience with madness as it pertains to working within pre-service early childhood education and care can challenge norms that govern and regulate madness. Ultimately, the author argues that transformation in early childhood education and care can take place by reflecting on experiences of mental and emotional distress, and considering poetic writings as starting places for imagining new futurities and a plurality of educator voices and perspectives.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

Davies

2023

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

show abstract

Child Development

Cited by 1 publication

References 101 publications

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

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