Chapter 5. Shifting Identities, Multiple Subjectivities, and the (Re)Making of a Teacher
← 70 | 71 →Chapter 5
This chapter presents a multivocal (Mizzi, 2010) narrative of my journey living in a “transitional space” (Ellsworth, 2005), of trying on, being in, and becoming (Phillips, Harris, Larson, & Higgins, 2009, p. 1456) a feminist, poststructural thinker and early childhood educator. What my experience may offer is a more thorough awareness of the complexity that sex, gender, and sexuality play in the lives of young children, including the ways children take up, experience, and resist gender discourses in the context of their early childhood classroom environment (Giugni, 2006). Additionally, of great importance is to provide support for those teachers who are willing to take risks as they question early childhood norms and begin the troublesome and problematic work of constructing and acting out new images of what it means to be an early childhood teacher (Blaise & Andrew, 2005). This is not a project of intention but one of wandering in between while making a new kind ← 71 | 72 →of sense of sex, gender, sexuality, and my role as an early childhood educator (Phillips et al., 2009).
I would also like to remind the reader that Derrida (1997) proposed that no label or identifier can capture or illustrate the meaning of a concept because the meaning is always slipping away through references to other identifiers. Therefore, the language(s) used to describe my experiences are “inaccurate yet necessary” (Spivak, 1997, p. xii) and can therefore be considered poststructural (Koro-Ljungberg, 2008). Through multiple rereadings of my project field and...
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.