“We Need Both”: Combining Video‐Cued Multivocal Ethnographic Methods and Traditional Fieldwork in Samoan Head Start Policy Research

Henward, Allison Sterling; Turituri, Ronald; Tauaa, Mene

doi:10.1111/aeq.12298

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…These two community-produced ethnographic research studies began in partnership with Indigenous communities (Henward, Tauaa, & Turituri, 2019a, 2019b; Henward, Turituri, & Tauaa, 2019). The similar U.S. jurisdiction and colonial histories of Christianization and militarization between Sāmoa and Hawai’i brought these stories together for analysis (Gonzalez, 2013).…”

Section: Methodsmentioning

confidence: 99%

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

Henward,

Aikau

2023

Review of Research in Education

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Researchers of child learning and development continue to hone understandings of cultural and social impacts on cognition, development, and education. Concurrently, Indigenous educators call for decolonizing schooling at all levels. Land-based education (LBE), as an instructional approach, responds to calls to decolonize education. The authors use LBE to understand the cultural and social nuances and complexities of Indigenous learning in preschool and primary school age Native Hawaiian and Pacific Islander children. Through ethnographic case studies in Hawai’i and Sāmoa, we expand conceptions of culture in learning to attune to the diversity and specificity of Indigenous contexts, argue that LBE must be place-based, and recognize land is an active and necessary coparticipant in the learning process.

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Section: Methodsmentioning

confidence: 99%

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

Henward,

Aikau

2023

Review of Research in Education

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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%

“…To understand how a community's overt and implicit sociocultural beliefs impact federal policy and curriculum, we turned to VCM. VCM is a particularly effective tool for eliciting informant discussion and dialogue (Henward et al, 2019b;Tobin et al, 2009). We videotaped a typical day in each preschool.…”

Section: Investigating Cultural Practicesmentioning

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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“…The status and normalization of preferred European models have been well-documented by critical and postcolonial scholars assumptions in a field that is becoming increasingly global (Johnson, 2000). Noting that the US ECEC system has substantial impact in China (Tobin et al, 2009) and the Pacific (Henward et al, in press-a, in press-b), more empirical studies are needed in investigating taken-for-granted understandings of childhood, particularly in a variety of countries and contexts. This approach, both methodologically and theoretically, is one way we in ECEC can move closer to children’s meaning and enhance the field’s understandings of their figured and social worlds.…”

Section: Introductionmentioning

confidence: 99%

Examining discursive formations in early childhood media research: A genealogical analysis

Henward

2018

Global Studies of Childhood

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The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have shaped contemporary understandings and debates in the field. With attention to Foucault's concepts of power/knowledge couplet, and discursive archives, my focus in on how these axiomatic "myths" have assembled as "regimes of truth." I thus argue for the need for the field of Early Childhood Education and Care to engage in and consider more contextualized, nuanced, and empirically oriented studies of young children and their engagement with consumer culture.

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“We Need Both”: Combining Video‐Cued Multivocal Ethnographic Methods and Traditional Fieldwork in Samoan Head Start Policy Research

Cited by 3 publications

References 18 publications

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

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

Examining discursive formations in early childhood media research: A genealogical analysis

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