"Only What's Right": Normalising Children's Gender Discourses in Kindergarten (the Case of Montenegro)

Autor/inn/en	Todorovic, Katarina; Marojevic, Jovana; Krtolica, Milena; Jaramaz, Milica
Titel	"Only What's Right": Normalising Children's Gender Discourses in Kindergarten (the Case of Montenegro)
Quelle	In: Education as Change, 27 (2023), Artikel 11504 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Todorovic, Katarina) ORCID (Marojevic, Jovana) ORCID (Krtolica, Milena) ORCID (Jaramaz, Milica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Cultural Influences; Gender Differences; Interpersonal Communication; Sex Role; Gender Issues; Femininity; Sex Stereotypes; Preschool Teachers; Language Usage; Masculinity; Montenegro + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Interpersonale Kommunikation; Geschlechterrolle; Geschlechterfrage; Femaleness; Weiblichkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachgebrauch; Männlichkeit
Abstract	This article presents results from qualitative research on children's dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers' gender discourses and personal epistemologies, on the construction of children's gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of "hegemonic masculinity" and "emphasised femininity", with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and "normalises" children's perception of "right" gender practices, by reflecting and mirroring teachers' gender-typed expectations and a value system based on an objectivist personal epistemology that implicitly promotes "feminine" values of subordination, peace, silence and obedience. The findings suggest the need for research focusing particularly on the relationship between teachers' epistemological theories and the dominant gender discourses in kindergarten. It is also recommended that Montenegro's early childhood education policy and strategy documents consider and elaborate more thoroughly the concept of gender identity and gender-flexible pedagogies. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01