The Wonder Project: An Early Years Arts Education Project with Traveller Mothers and Their Children

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	O'Sullivan, Carmel; Maguire, Jacqueline; Hayes, Nóirín; O'Sullivan, Seoidín; Corcoran, Lucie; McKenna, Grainne
Titel	The Wonder Project: An Early Years Arts Education Project with Traveller Mothers and Their Children
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 5, S.780-806 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1522773
Schlagwörter	Artists; Art Education; Foreign Countries; Mothers; Parent Child Relationship; Young Children; Ethnic Groups; Minority Groups; Migrants; Population Groups; Travel; Early Childhood Education; Art Activities; Reggio Emilia Approach; Play; Creativity; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Artiste; Artist; Künstler; Künstlerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühe Kindheit; Ethnie; Ethnische Minderheit; Migrantin; Travelling; Reisen; Reise; Early childhood; Frühkindliche Bildung; Frühpädagogik; Künstlerische Tätigkeit; Reggio-Pädagogik; Spiel; Kreativität
Abstract	The Wonder Project was a collaborative early-years music and visual arts project developed in partnership with Traveller children and their mothers, involving artists, Fingal County Childcare Committee, Fingal Travellers' Organisation and the Arts Education Research Group in Trinity College Dublin. This qualitative study aimed to create an artistic space for young children (aged 0-5 years) and mothers from the Traveller community. Accounting for less than 1% of the population, Irish Travellers are a small indigenous ethnic group who are recognised for their shared history, rich cultural and arts traditions, and distinct language [Murray, C., and M. Urban. 2012. "Diversity & Equality in Early Childhood." An Irish Perspective. Dublin: Gill Education.]. Facing severe discrimination for centuries, the Irish Traveller community were officially recognised as an ethnic minority in Ireland in 2017. The area of arts engagement with ethnic minorities is under-researched [DiMaggio, P., and P. Fernández-Kelly. 2015. "Immigration and the Arts: a Theoretical Inquiry." "Ethnic and Racial Studies" 38 (8): 1236-1244.], with little evidence pertaining to the early years. At the social, cultural, political, economic and policy levels, the relevance of arts engagement and participation for ethnicized minorities has been hypothesised [Vertovec, S. 2009. Conceiving and Researching Diversity. Göttingen: Max Planck Institute for the Study of Religious and Ethnic Diversity, MMG Working Paper 09-01.], but greater research is needed to better understand how artistic expressions play a role in the assertion of local identities and protect against the assimilating forces of the dominant social, cultural and political order [Martiniello, M. 2015. "Immigrants, Ethnicized Minorities and the Arts: A Relatively Neglected Research Area." "Ethnic and Racial Studies" 38 (8): 1229-1235.]. Working within a Freirean and participatory and collaborative arts framework, this study aimed to examine the potential of arts education to impact on the relationship between Traveller mothers and their young children, and its potential to facilitate artistic exchanges between artists, mothers and children. Increased access to the arts, outdoor play and well-being between Traveller children and mothers was documented through audio recordings, still photographs, artists' evaluations and semi-structured interviews. The success of The Wonder Project illustrates the importance of non-mainstreamed arts interventions for marginalised minority groups. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01