Literaturnachweis - Detailanzeige
Autor/in | Wilson, Marguerite Anne Fillion |
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Titel | Problematizing Child-Centeredness: Discourses of Control in Waldorf Education |
Quelle | In: Global Studies of Childhood, 12 (2022) 2, S.118-133 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2043-6106 |
DOI | 10.1177/2043610617707838 |
Schlagwörter | Early Childhood Education; Child Development; Student Centered Learning; Child Safety; Child Welfare; Childhood Needs; Child Care Centers; Nontraditional Education; Power Structure; Developmentally Appropriate Practices; Middle Class Culture Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kindeswohl; Childhood; needs; Kindheit; Bedürfnis; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Non-traditional education; Alternative Erziehung; Entwicklungsbezogene Bildung |
Abstract | Contributing to recent work in the critical sociology of childhood, this article presents an ethnographic and discursive analysis of the multitude of cultural meanings associated with "child-centeredness" in US American early childhood education. Specifically, the article focuses on Waldorf education, a private educational alternative focused on "protecting childhood" from the perceived dangers of modern society. Although marketed as an alternative to the standardized and testing-laden environment of public education, the Waldorf philosophy has much in common with dominant US American ways of constructing childhood that reifies a Western, White, middle-class protected childhood as the most legitimate and healthy context of development. However, being "child-centered" does not necessarily mean the liberation of the child from regulatory discourses and practices; in fact, child-centeredness can often function to shape children in specific, adult-sanctioned ways. Instead, I argue, the field could benefit from a move toward discourses and practices of child liberation. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |