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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 0000-0002-9169-4997)
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
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  Data: Professional Ruptures in Pre-Service ECEC: Maddening Early Childhood Education and Care
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  Data: 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
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  Data: 10.1080/03626784.2022.2149027
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  Data: 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.
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