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‘The scream’: Meanings and excesses in early childhood settings

Rosen, R; (2015) ‘The scream’: Meanings and excesses in early childhood settings. Childhood , 22 (1) pp. 39-52. 10.1177/0907568213517269. Green open access

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Abstract

© The Author(s) 2014. Young children’s screams have been misunderstood at best and at worst subjected to discipline. Drawing upon data from an ethnography in a London nursery, this article suggests that not only are screams part of the ‘soundscape’, but they are overflowing with meanings including about inequities in the social order of educational settings. These meanings are afforded by the physical and sociocultural aspects of voice quality, as well as overcivilizing efforts. Suggesting an approach of methodological answerability in listening to ‘the scream’, the article considers voice quality in relation to what matters and as a mode of potential transgressive and political articulation.

Type: Article
Title: ‘The scream’: Meanings and excesses in early childhood settings
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/0907568213517269
Publisher version: http://dx.doi.org/10.1177/0907568213517269
Language: English
Additional information: © The Author(s) 2014
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 - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1473461
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