Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children

Autor/in	Dyke, Erin
Titel	Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 2, S.124-144 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2023.2169694
Schlagwörter	COVID-19; Pandemics; Young Children; Imagination; Educational Environment; Distance Education; Public Education; Student Attitudes; Achievement Gains; School Safety; School Closing; Educational Change; Creativity; Educational Methods; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Frühe Kindheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Distance study; Distance learning; Fernunterricht; Öffentliche Erziehung; Schülerverhalten; Achievement gain; Leistungssteigerung; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsreform; Kreativität; Educational method; Erziehungsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study examines the collective labor of imagining one educational world among myself and six middle-income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative--Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children's perspectives on the future of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01