This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers.
Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA present case studies based on early childhood education sites where both men and women work. Using the Mosaic approach, the book uses data collected through various methodologies, along with extensive observations and interviews with setting directors, teachers, and parents. The chapters highlight the children’s perspectives on their caregivers and teachers within their socio-cultural contexts. The authors also consider macro-level cultural contexts to enhance the micro-picture from the children’s evidence and demonstrate how children’s perspectives are influenced by various ecologies and cultural contexts, with intersectionality such as tradition, race, and religion playing important roles. The book ends with a cross-country analysis and recommendations for gender-sensitive pedagogies that consider local cultural gender sensibilities.
This groundbreaking book will appeal to scholars and researchers in early childhood education, gender and sexuality in education, and diversity and equity in education.
This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers.
Part 1: Researching Young Children's Perspectives on Their Teachers'
Gender in a Global Con-text
1. Introduction
2. A cross-cultural theoretical
framework for understanding childrens perspectives of gender in early
childhood education and care (ECEC) across countries
3. Methodology for an
international collaborative project Part 2: Case Studies across the Global
South and North
4. Chinese young childrens perspectives on gender and their
teachers in a high-socio-economic-status kindergarten
5. He Plays, and She
Teaches: Perspectives of Brazilian children on their teachers in ECEC
6.
Challenges and Opportunities: The politics of gender in South African Early
Child-hood Education and Care
7. One paints the caravan, and one stays out
of the caravan: Childrens perspectives of their educators gender in an
Australian ECEC service
8. She is a medic. She was a medic in the army:
Childrens silence on their teachers gender in an Israeli forest
kindergarten
9. How do young Turkish children perceive the gender of their
teachers? A case study
10. Exploring the (co)construction of non-binary
gender patterns: the Norwegian case
11. She is pretty and sparkly; he is a
good teacher Is it the teacher or their gender that counts? England case
study
12. Because Hes My Second Favorite Teacher: A New York City (NYC)
Case Study Exploring Childrens Perceptions of Their Teachers Gender Part 3:
Findings, Implications, and Future Directions
13. Cross Country Analysis: How
contexts shape childrens perspectives of their male and female educators
14.
Insights and the importance of (researching) childrens perspectives on gender
David Brody is Associate Professor of Early Childhood Education at Oranim College of Education, Israel.
Yuwei Xu is Associate Professor in Early Childhood Education at the University of Nottingham, UK.
Kari Emilsen is Professor of Early Childhood Education at Queen Maud University College (QMUC), Norway.
Laetitia Coles is Post-doctoral Research Fellow in the Queensland Brain Institute (QBI) at The University of Queensland, Australia.
