Xu, Y;
(2020)
Does the gender of a practitioner matter? Perspectives from Scottish and Chinese young children in early childhood education and care (ECEC).
Children & Society
, 34
(5)
pp. 354-370.
10.1111/chso.12371.
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Abstract
This paper responds to concerns over the assumed ‘feminisation’ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children aged 2–6 years old from the cities of Edinburgh, Hong Kong and Tianjin. Findings show that although children sometimes related practitioners to their gendered experiences in and outside ECEC, children's gender subjectivities are dynamic and are linked to their short‐term and long‐term, fluid and stable, and interactive relationships with practitioners. This paper argues that practitioners need to openly discuss gender with children in ECEC practices and pedagogies.
| Type: | Article |
|---|---|
| Title: | Does the gender of a practitioner matter? Perspectives from Scottish and Chinese young children in early childhood education and care (ECEC) |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/chso.12371 |
| Publisher version: | https://doi.org/10.1111/chso.12371 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | child agency, children's perspectives, early childhood education and care, gender, practitioners |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10091219 |
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