Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education
2007 (English)In: Educational Philosophy and Theory, , , ,, Vol. 39, no 3, 275-290 p.Article in journal (Refereed) Published
This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood practices in and around Stockholm, built on deconstructive, co-construtive, and reconstructive principles, inspired by poststructurali and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as preschool teachers, use what I have concpetualized as deconstructive talks, as a possibility of making visible the dominant discoursess of childhood, identity, learning, paly, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructied. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thining and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflective mode for teachers, teacher-students and teacher educators.
Place, publisher, year, edition, pages
2007. Vol. 39, no 3, 275-290 p.
teacher education, poststructuralism, feminism, deconstruction, subjectivity, discourse, the other, theory, practice
IdentifiersURN: urn:nbn:se:su:diva-12668OAI: oai:DiVA.org:su-12668DiVA: diva2:179188