Professional Ruptures in Pre-Service ECEC: Maddening Early Childhood Education and Care
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| Title: | Professional Ruptures in Pre-Service ECEC: Maddening Early Childhood Education and Care |
|---|---|
| Language: | English |
| Authors: | Davies, Adam (ORCID |
| Source: | Curriculum Inquiry. 2022 52(5):571-592. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education |
| Descriptors: | Preservice Teacher Education, Early Childhood Education, Mental Health, Mental Disorders, Child Development, Autobiographies, Ethnography, Criticism, Psychiatry, Foreign Countries, Disabilities, Social Bias, Educational Practices, College Curriculum, Praxis, Epistemology |
| Geographic Terms: | Canada |
| DOI: | 10.1080/03626784.2022.2149027 |
| ISSN: | 0362-6784 1467-873X |
| Abstract: | This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1378920 |
| Database: | ERIC |
| Abstract: | This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC. |
|---|---|
| ISSN: | 0362-6784 1467-873X |
| DOI: | 10.1080/03626784.2022.2149027 |
