Discplacing Identity--Placing Aesthetics: Early Childhood Literacy in a Globalized World

Autor/inn/en	Olsson, Liselott Mariett; Dahlberg, Gunilla; Theorell, Ebba
Titel	Discplacing Identity--Placing Aesthetics: Early Childhood Literacy in a Globalized World
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 5, S.717-738 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1075711
Schlagwörter	Aesthetics; Early Childhood Education; Literacy; Self Concept; Teaching Methods; Epistemology; Program Descriptions; Foreign Countries; Language Acquisition; Place Based Education; Books; Teacher Student Relationship; Preschool Children; Preschool Teachers; Freehand Drawing; Child Development; Sweden + Suchen Sie Ihr Suchwort? Ästhetik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Ausland; Sprachaneignung; Spracherwerb; Book; Buch; Monographie; Monografie; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Drawing; Zeichnen; Kindesentwicklung; Schweden
Abstract	"How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before 'I think' and 'We think' that we cannot plan, control or know, but simply experiment with, which is the 'time of the city' and nothing else?" (Rajchman, 2010, p. 39). These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and "multicultural" world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond "the indignity of speaking for the other" (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project "The Magic of Language" we propose to shift focus--from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation--to aesthetic experimentation and to the place of experiments. A "time of the city" is also a "time of the place" and in this article we are arguing for the importance of aesthetic experimenting with that place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01