Critical Questions, New Imaginaries and Social Activism: A Reader
Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
Chapter Twenty: Critical Qualitative Research and Rethinking Academic Activism in Childhood Studies
Critical Qualitative Research and Rethinking Academic Activism in Childhood Studies
Gaile S. Cannella
Most critical reconceptualist scholarship (from a range of fields, including scholarship in early childhood education/care/studies over the past 20 years) has not resulted in the elimination of patriarchy or intersecting forms of oppression. Systemic and institutional oppressions and perspectives that continue to support injustices, as performed upon particular individuals, groups, nonhumans, knowledges/ways of being, and the environment, have intensified (Cannella & Lincoln, 2009, 2012; Ellsworth, 1989). Further, reasons for the lack of transformative impact of critical scholarship have been examined. A continued oppressive condition can be understood as embedded within backlashes against diversity (e.g., moves to discredit feminisms), reinscriptions of oppressive forms of knowledge/action (e.g., evidence-based discourse practices, movements toward exclusionary quality ratings), and the corporatization of knowledge (e.g., transformation of higher education toward profit-oriented managerial and entrepreneurial functions, curriculum profiteering). These example performances represent just a few of the technologies that have been employed to disqualify, muzzle, and make invisible critical scholarship and the public actions that can accompany that work (Cannella & Lincoln, 2012; Cannella & Miller, 2008; Lincoln & Cannella, 2004).
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