Examining Discursive Formations in Early Childhood Media Research: A Genealogical Analysis

Autor/in	Henward, Allison Sterling
Titel	Examining Discursive Formations in Early Childhood Media Research: A Genealogical Analysis
Quelle	In: Global Studies of Childhood, 8 (2018) 3, S.225-237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2043-6106
DOI	10.1177/2043610618797512
Schlagwörter	Popular Culture; Early Childhood Education; Young Children; Mass Media; Mass Media Effects; Mass Media Role; Mass Media Use; Consumer Education; Handheld Devices; Discourse Analysis; Social Attitudes; Teaching Methods; Technology Uses in Education; Educational Media + Suchen Sie Ihr Suchwort? Popkultur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Massenmedien; Mediennutzung; Konsumerziehung; Diskursanalyse; Social attidude; Soziale Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsmittel; Unterrichtsmedien
Abstract	The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have shaped contemporary understandings and debates in the field. With attention to Foucault's concepts of power/knowledge couplet, and discursive archives, my focus in on how these axiomatic "myths" have assembled as "regimes of truth." I thus argue for the need for the field of Early Childhood Education and Care to engage in and consider more contextualized, nuanced, and empirically oriented studies of young children and their engagement with consumer culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01