Show Less
Restricted access

Re-situating Canadian Early Childhood Education


Edited By Veronica Pacini-Ketchabaw and Larry Prochner

This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.
Show Summary Details
Restricted access

6 When Queer Enters Early Childhood Teacher Training: What’s So Inappropriate about That?Zeenat Janmohamed


What’s So Inappropriate about That?

This chapter challenges the heteronormative nature of early childhood teacher training by arguing for a more complex understanding of diversity that includes queer parents and their young children. Through a queer reading and feminist analysis, this chapter uncovers dominant assumptions of universality underlying the heteronormative discourse of developmentally appropriate practice that pervades postsecondary programs in early childhood training and its implications for practice.

The narrative of queer families or queer identity is not common to early childhood research or practice. Nor is it common in professional preparation programs. Although issues of diversity, equity, and inclusion have evolved in the early childhood profession, there remains a heavier emphasis on families that are immigrants, children who are raised in families led by one parent, or children who may be adopted or fostered. The story of inclusion is often recognized through the individual needs of adult learners, and this also plays a significant role in how early childhood educators discuss diversity and difference.

In an effort to create climates of “inclusion,” issues facing parents who may come from other cultures, children who are English language learners, and the needs of families living in poverty are explored by a variety of scholars (Freiler, Rothman, & Barata, 2004; Janus & Duku, 2007; Tyyskaa, 2001). All of this is important and not to be discounted because the reality of immigrants and refu ← 90 | 91 → gees is critical to the knowledge that educators need to have,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.