Chapter 7. A Letter to Teachers Who Would Be Critical, Disruptive and Transformative
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Dear Early Childhood Teachers:
I write to those of you who hope to expand possibilities for all forms of justice, acceptance, and understanding for the young children with whom you work. If you have read the earlier chapters of this book, you know that I created a pedagogical project with my kindergarten students with the hope of learning to create liminal spaces from which to acknowledge diverse sexualities and accept young children as sexual beings with curiosities, knowledges, and feelings. This project began as a four-month exploration that placed me in between traditional and critical perspectives related to knowledge, young children, and education. As I listened to my students, explored multiple knowledges like feminist poststructuralism and queer theory, and attempted to broaden my teaching practices, I became a critical disruptive teacher. This becoming is not complete, and I will probably remain in between, liminal, ← 99 | 100 →and hybrid as I continue to explore and generate possibilities with my students. I hope you can consider the ideas that I want to share briefly with you.
A concern that is always related to issues of sexuality is what knowledge is appropriate for young children in regard to sex, gender, and sexuality, followed by what role do I play in providing them with the tools to understand their experiences with gender and sexuality. As the classroom teacher, I had to negotiate my own teaching experiences concerning gender and sexuality, largely because of the hegemonic discourse of child development (Piaget,...
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