Allison S Henward
Biographic Data
| ID | 84872 |
|---|---|
| NAME | Allison S Henward |
| GIVEN NAMES | Allison S |
| FAMILY NAME | Henward |
| SIGNATURE | HENWARD A S |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-2831-3992 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Questioning the equitable well-being of Bipoc ECE professionals in head start
Video-cued multivocal ethnography highlights Head Start teachers' experiences and counternarratives. • Women of color teachers in ECEC endure and expend considerable physical, intellectual, and emotional labor in culturally appropriate ways among increasing standardization. • Such added labor was not demonstrated within the white community in this study. • This extra labor strains an already taxed workforce and impacts teachers’ wellbeing. • Poli…
Paulo Freire in ECE
This article explores critical understanding and alternative narratives within early childhood education (ECE) by drawing on Paulo Freire's ideas. Building on existing literature on how Freire's work has been interpreted in ECE, we continue the critical discussion on the possibilities and contextualization of Freire's ideas, particularly in the early childhood profession and workforce. We offer a reinterpretation of the pedagogy of hope and its c…
Complicating Cultural Diversity in Head Start
This collaborative ethnographic study examines how white Head Start educators in a predominantly white, rural Appalachian community navigate multicultural teaching policies. Using critical discourse analysis of video-cued interviews, field notes, and policy documents, we find educators adapt multicultural narratives to align with local values, inadvertently obscuring intended multicultural goals. We highlight the complexity of local culture, cont…
Returning Children to the ’Āina and Fanua
Researchers of child learning and development continue to hone understandings of cultural and social impacts on cognition, development, and education. Concurrently, Indigenous educators call for decolonizing schooling at all levels. Land-based education (LBE), as an instructional approach, responds to calls to decolonize education. The authors use LBE to understand the cultural and social nuances and complexities of Indigenous learning in prescho…
African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter
Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use comprehensive and commercialized curriculums. Study Purpose: This article is about the challenges early chi…
Introduction
This Special Issue acknowledges genealogy as a critical method and mode for tracing power-laden, taken-for-granted assumptions about childhood, motherhood, family and community [...]
I Am Roha’s Emaye
In this critical autoethnographic study, we examine how one woman, Roha’s emaye (Amharic for mother), developed necessary racialized subjectivities as mother of a child who codes as Black in contemporary U.S. society. While substantial research outlines how mothers of color must prepare children to live in a racist world; typically, this perspective focuses on the child. Often, it excludes how mothers—both Black and White—must ‘do’ identity work …
We Need Both
This article describes how, in our research with Head Start teachers in American Samoa, we combined video-cued multivocal ethnographic method (VCE) with traditional ethnographic approaches to understand our interlocutors' perspectives on curriculum and pedagogy, and the contrast between them and mainland US teachers using the same federally endorsed curriculum. We provide illustrative examples of how the inclusion of VCE allowed for meaningful di…
Examining discursive formations in early childhood media research
The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have s…
Kindergartners’ Development of Privileged Subjectivities within an Elite School
This case study investigates how kindergarten children thought and talked about their school in three socially stratified school settings: public, charter and private, and the extent to which they grasped sociocultural understandings related to social class. Data included field notes, interviews with the children and teachers, and parent surveys. A Bourdieuian lens illuminated emergent themes. Results indicate that children in the elite setting h…
"She Don't Know I Got It. You Ain't Gonna Tell Her, Are You?" Popular Culture as Resistance in American Preschools
Popular culture is often a site of contestation in preschool classrooms. A multisited ethnographic design revealed preschools employed varied strategies to limit popular culture. Teacher and children's actions were considered through Michel de Certeau's (1984) concepts of tactics and strategies. Interviews and observations revealed children were well aware of rules limiting popular culture and agentively engaged in tactical resistance in order to…
Bricoleurs in preschool
Children's experiences and understandings are often marginalised in discussions of their own television viewing. Moreover, rarely is attention paid to the meaning children make from and with the ideas and images in media, much less in horror movies. This inquiry examines the horror media talk of a preschool girl in a poor and working-class preschool programme in a conservative Christian area in the Southern United States. One extended story by Ja…
Bricoleurs in preschool
Children's experiences and understandings are often marginalised in discussions of their own television viewing. Moreover, rarely is attention paid to the meaning children make from and with the ideas and images in media, much less in horror movies. This inquiry examines the horror media talk of a preschool girl in a poor and working-class preschool programme in a conservative Christian area in the Southern United States. One extended story by Ja…
"She Don't Know I Got It. You Ain't Gonna Tell Her, Are You?" Popular Culture as Resistance in American Preschools
Popular culture is often a site of contestation in preschool classrooms. A multisited ethnographic design revealed preschools employed varied strategies to limit popular culture. Teacher and children's actions were considered through Michel de Certeau's (1984) concepts of tactics and strategies. Interviews and observations revealed children were well aware of rules limiting popular culture and agentively engaged in tactical resistance in order to…
Examining discursive formations in early childhood media research
The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have s…
Introduction
This Special Issue acknowledges genealogy as a critical method and mode for tracing power-laden, taken-for-granted assumptions about childhood, motherhood, family and community [...]
I Am Roha’s Emaye
In this critical autoethnographic study, we examine how one woman, Roha’s emaye (Amharic for mother), developed necessary racialized subjectivities as mother of a child who codes as Black in contemporary U.S. society. While substantial research outlines how mothers of color must prepare children to live in a racist world; typically, this perspective focuses on the child. Often, it excludes how mothers—both Black and White—must ‘do’ identity work …
We Need Both
This article describes how, in our research with Head Start teachers in American Samoa, we combined video-cued multivocal ethnographic method (VCE) with traditional ethnographic approaches to understand our interlocutors' perspectives on curriculum and pedagogy, and the contrast between them and mainland US teachers using the same federally endorsed curriculum. We provide illustrative examples of how the inclusion of VCE allowed for meaningful di…
Bricoleurs in preschool
Children's experiences and understandings are often marginalised in discussions of their own television viewing. Moreover, rarely is attention paid to the meaning children make from and with the ideas and images in media, much less in horror movies. This inquiry examines the horror media talk of a preschool girl in a poor and working-class preschool programme in a conservative Christian area in the Southern United States. One extended story by Ja…
"She Don't Know I Got It. You Ain't Gonna Tell Her, Are You?" Popular Culture as Resistance in American Preschools
Popular culture is often a site of contestation in preschool classrooms. A multisited ethnographic design revealed preschools employed varied strategies to limit popular culture. Teacher and children's actions were considered through Michel de Certeau's (1984) concepts of tactics and strategies. Interviews and observations revealed children were well aware of rules limiting popular culture and agentively engaged in tactical resistance in order to…
Kindergartners’ Development of Privileged Subjectivities within an Elite School
This case study investigates how kindergarten children thought and talked about their school in three socially stratified school settings: public, charter and private, and the extent to which they grasped sociocultural understandings related to social class. Data included field notes, interviews with the children and teachers, and parent surveys. A Bourdieuian lens illuminated emergent themes. Results indicate that children in the elite setting h…
Examining discursive formations in early childhood media research
The study of popular culture and children has a long and intimate relationship in many fields within the humanities and social sciences, yet in the applied field of Early Childhood Education and Care, the relationship is rather fraught. Employing a Foucauldian genealogical approach, I trace the ways in which intellectual traditions and discourses (i.e. history, politics, and sacrosanct values of European aesthetics and childhood innocence) have s…
We Need Both
This article describes how, in our research with Head Start teachers in American Samoa, we combined video-cued multivocal ethnographic method (VCE) with traditional ethnographic approaches to understand our interlocutors' perspectives on curriculum and pedagogy, and the contrast between them and mainland US teachers using the same federally endorsed curriculum. We provide illustrative examples of how the inclusion of VCE allowed for meaningful di…
Introduction
This Special Issue acknowledges genealogy as a critical method and mode for tracing power-laden, taken-for-granted assumptions about childhood, motherhood, family and community [...]
I Am Roha’s Emaye
In this critical autoethnographic study, we examine how one woman, Roha’s emaye (Amharic for mother), developed necessary racialized subjectivities as mother of a child who codes as Black in contemporary U.S. society. While substantial research outlines how mothers of color must prepare children to live in a racist world; typically, this perspective focuses on the child. Often, it excludes how mothers—both Black and White—must ‘do’ identity work …
African American Head Start Teachers’ Approaches to Police Play in the Era of Black Lives Matter
Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use comprehensive and commercialized curriculums. Study Purpose: This article is about the challenges early chi…
Returning Children to the ’Āina and Fanua
Researchers of child learning and development continue to hone understandings of cultural and social impacts on cognition, development, and education. Concurrently, Indigenous educators call for decolonizing schooling at all levels. Land-based education (LBE), as an instructional approach, responds to calls to decolonize education. The authors use LBE to understand the cultural and social nuances and complexities of Indigenous learning in prescho…
Paulo Freire in ECE
This article explores critical understanding and alternative narratives within early childhood education (ECE) by drawing on Paulo Freire's ideas. Building on existing literature on how Freire's work has been interpreted in ECE, we continue the critical discussion on the possibilities and contextualization of Freire's ideas, particularly in the early childhood profession and workforce. We offer a reinterpretation of the pedagogy of hope and its c…
Complicating Cultural Diversity in Head Start
This collaborative ethnographic study examines how white Head Start educators in a predominantly white, rural Appalachian community navigate multicultural teaching policies. Using critical discourse analysis of video-cued interviews, field notes, and policy documents, we find educators adapt multicultural narratives to align with local values, inadvertently obscuring intended multicultural goals. We highlight the complexity of local culture, cont…
Questioning the equitable well-being of Bipoc ECE professionals in head start
Video-cued multivocal ethnography highlights Head Start teachers' experiences and counternarratives. • Women of color teachers in ECEC endure and expend considerable physical, intellectual, and emotional labor in culturally appropriate ways among increasing standardization. • Such added labor was not demonstrated within the white community in this study. • This extra labor strains an already taxed workforce and impacts teachers’ wellbeing. • Poli…
Sociology (11 works) · Gender Studies (7 works) · Pedagogy (7 works) · Psychology (7 works) · Anthropology (6 works) · Developmental psychology (6 works) · Critical Race Theory in Education (5 works) · Early childhood education (5 works) · Early Childhood Education and Development (5 works) · Gender Studies (5 works)