Counter-Storytelling: A Form of Resistance and a Tool to Reimagine More Inclusive Early Childhood Education Spaces

Autor/in	Matebekwane, Kamogelo Amanda
Titel	Counter-Storytelling: A Form of Resistance and a Tool to Reimagine More Inclusive Early Childhood Education Spaces
Quelle	In: in education, 28 (2022) 1, S.116-125 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6117
Schlagwörter	Story Telling; Early Childhood Education; Critical Race Theory; Inclusion; Personal Narratives; Ideology; Disadvantaged; Minority Groups; Immigrants; Foreign Countries; Blacks; Stereotypes; Child Development; Educational Experience; Parent Child Relationship; Social Justice; Misconceptions; Picture Books; Preschool Teachers; Self Concept; Doctoral Programs; Creativity; Imagination; Teaching Methods; Canada; Botswana + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Erlebniserzählung; Ideologie; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Ausland; Black person; Schwarzer; Klischee; Kindesentwicklung; Bildungserfahrung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Gerechtigkeit; Missverständnis; Picture book; Bilderbuch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Selbstkonzept; Doktorandenprogramm; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis's (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. (As Provided).
Anmerkungen	University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01