African, Muslim Refugee Student Teachers' Perceptions of Care Practices in Infant and Toddler Field Placements

Autor/in	Massing, Christine
Titel	African, Muslim Refugee Student Teachers' Perceptions of Care Practices in Infant and Toddler Field Placements
Quelle	In: International Journal of Early Years Education, 26 (2018) 2, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massing, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1458603
Schlagwörter	Blacks; Muslims; Refugees; Student Teacher Attitudes; Infant Care; Child Caregivers; Toddlers; Preschool Teachers; Communities of Practice; Ethnography; Early Childhood Education; Qualitative Research; Participant Observation; Well Being; Caring; Child Health; Field Experience Programs; Student Placement; Eating Habits; Social Values; Sharing Behavior; Foreign Countries; Semi Structured Interviews; Focus Groups; Canada + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Muslim; Muslimin; Flüchtling; Säuglingspflege; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Infant; Infants; Toddler; Kleinkind; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Community; Ethnografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Teilnehmende Beobachtung; Well-being; Wellness; Wohlbefinden; Care; Pflege; Sorge; Betreuung; Praxisnahes Lernen; Schülerpraktikum; Ernährungsgewohnheit; Essgewohnheit; Sozialer Wert; Ausland; Kanada
Abstract	Within the context of the education-care divide in the field, numerous studies have affirmed that preschool teachers feel unprofessional when they assume a caring role yet believe that love and care are central to their work. However, immigrant/refugee teachers may experience this tensionality more acutely since their own cultural beliefs and values about caring for young children are situated outside the authoritative discourse, underpinned by western theories and practices. Framed by sociocultural-historical theory and concepts such as communities of practice, the purpose of this one-year ethnographic study was to enquire into how immigrant/refugee women studying in a Canadian early childhood college programme navigated the interstices between these discourses. Qualitative data were collected through field notes, spatial mapping, interviews, focus groups, and artefacts/documents. This article focuses on disjuncture between the cultural and religious understandings of care that five African, Muslim refugee women brought to their field placements in infant/toddler classrooms and the authoritative professional expectations, as related to mealtime practices. The findings elucidated how they interpreted care not only as a means of ensuring children's health and well-being, but also as a means of teaching religious and cultural values. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01