Literaturnachweis - Detailanzeige
Autor/in | Dyke, Erin |
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Titel | Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children |
Quelle | In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 2, S.124-144 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1946 |
DOI | 10.1080/00131946.2023.2169694 |
Schlagwörter | COVID-19; Pandemics; Young Children; Imagination; Educational Environment; Distance Education; Public Education; Student Attitudes; Achievement Gains; School Safety; School Closing; Educational Change; Creativity; Educational Methods; Educational Technology; Technology Uses in Education Frühe Kindheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Distance study; Distance learning; Fernunterricht; Öffentliche Erziehung; Schülerverhalten; Achievement gain; Leistungssteigerung; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Kreativität; Educational method; Erziehungsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
Abstract | This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative--Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children's perspectives on the future of education. (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 | 2024/1/01 |