Moral Philosophy, "Te Whariki" and Gender

Autor/in	Delaune, Andrea
Titel	Moral Philosophy, "Te Whariki" and Gender
Quelle	In: Educational Philosophy and Theory, 51 (2019) 7, S.721-730 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Delaune, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1461085
Schlagwörter	Moral Values; Gender Differences; Preschool Teachers; Foreign Countries; Preschool Curriculum; Theory Practice Relationship; Educational Philosophy; Pacific Islanders; Ethnic Groups; Mothers; Females; New Zealand + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Geschlechterkonflikt; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Theorie-Praxis-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Mother; Mutter; Weibliches Geschlecht; Neuseeland
Abstract	Early childhood practice in Aotearoa New Zealand is guided by "Te Whariki," a curriculum which is rich in moral concepts. While there are opportunities for early childhood educators in Aotearoa New Zealand to reflect upon moral concepts in their educational settings, it is the position of this paper that critical engagement with these concepts is hindered by two major factors: lack of exposition on the moral concepts maintained within the English version of the early childhood curriculum document, and a historical gendered divide between theory and practice in early childhood education Aotearoa New Zealand. To address these concerns, the author draws from the philosophical writings of Iris Murdoch with particular focus upon her concept of attention. The theoretical plurality in "Te Whariki" and the maternal image of the early childhood teacher are discussed. The author articulates the opportunities offered by Murdoch's vision to view the curriculum and the early childhood teacher anew. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01