Literaturnachweis - Detailanzeige
Autor/inn/en | Callahan, Sarah; Nicholas, Lucy |
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Titel | Dragon Wings and Butterfly Wings: Implicit Gender Binarism in Early Childhood |
Quelle | In: Gender and Education, 31 (2019) 6, S.705-723 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nicholas, Lucy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2018.1552361 |
Schlagwörter | Gender Bias; Equal Education; Early Childhood Education; Preschool Teachers; Preschool Children; Language Usage; Social Attitudes; Foreign Countries; Gender Issues; Sex Stereotypes; Femininity; Masculinity; Sex Fairness; Australia Geschlechterstereotyp; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Sprachgebrauch; Social attidude; Soziale Einstellung; Ausland; Geschlechterfrage; Femaleness; Weiblichkeit; Männlichkeit; Sexualaufklärung; Australien |
Abstract | Despite explicit focus on addressing gender inequality in educational settings in Australia, without challenging gender binarism, inequality will persist. This article demonstrates the everyday and implicit means through which hierarchical gender binaries continue to be perpetuated. Observational fieldwork undertaken in three Australian early childhood settings with 13 members of staff and 53 children (ages 2-6) demonstrates how bi-gendered language, as well as wider discourses and practices, are being engaged in these settings. The data indicate that gender binarism continues to be (re)constructed and reinforced through subtle, but omnirelevant, invocations of gender. This happens in the constant categorisation and addressing of children by attributed gender alongside the hierarchisation of gendered attributes, and the sanctioned performativity of bi-gendered heteronormativity in play situations. This demonstrates how children continue to be encouraged into binary gendered practices in their most formative years and that this will, in turn, perpetuate gender inequalities. (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 | 2020/1/01 |