Aesthetic-Ethical-Political Movements in Professional Learning: Encounters with Feminist New Materialisms and Reggio Emilia in Early Childhood Research

Autor/inn/en	Giamminuti, Stefania; Merewether, Jane; Blaise, Mindy
Titel	Aesthetic-Ethical-Political Movements in Professional Learning: Encounters with Feminist New Materialisms and Reggio Emilia in Early Childhood Research
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.436-448 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giamminuti, Stefania) ORCID (Merewether, Jane) ORCID (Blaise, Mindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1862277
Schlagwörter	Early Childhood Education; Reggio Emilia Approach; Educational Research; Feminism; Early Childhood Teachers; Faculty Development; Foreign Countries; Aesthetics; Ethics; Documentation; Politics of Education; Italy + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reggio-Pädagogik; Bildungsforschung; Pädagogische Forschung; Feminismus; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Ausland; Ästhetik; Ethik; Dokumentation; Educational policy; Bildungspolitik; Italien
Abstract	Professional learning is considered essential for early childhood teachers, and is frequently associated with childhood outcomes and dominant constructs of quality which perpetuate neoliberal ideals and position early childhood teachers within a framework of rationality, privileging discourses of masculinity and power. By engaging with feminist new materialist perspectives, with the concept of 'movement', and with the theory-practice of the educational project of the city of Reggio Emilia, Italy, this paper extends understandings of professional learning to include nonhuman others as worthy interlocutors, and puts forth an invitation to welcome unease and an aesthetic-ethical-political stance in early childhood education. To complicate normative conceptions of professional learning, fragments from a project that used pedagogical documentation and dialogue to transform children's relations with waste are presented. These fragments elucidate how professional learning in early childhood education might be aesthetically-ethically-politically conceptually grounded and practiced. The conclusions presented are neither simple nor linear; rather invitations are offered to problematise, to avoid being satisfied with overt, dominant and linear constructs, and to welcome uncertainty in worldly relations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01