Being a princess

Young children's negotiation of femininities in a Kindergarten classroom in Indonesia

Datos Bibliográficos

ID12232016
AutoresVina Adriany (0000-0001-8457-4885, Indonesia University of Education, autor de correspondencia)
Año2018
Volumen31
Número6
Páginas724-741
Fecha de publicación2018-07-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaGender and Education (JOURNAL)
Identificadores de la revistaISSN: 0954-0253 • E-ISSN: 1360-0516
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2018.1496229
OpenAlexW2873592581
IdiomaEN
Citas recibidas15
Referencias citadas48

This paper attempts to explore young children’s construction of femininities in a kindergarten in Indonesia. Using a postdevelopmentalist and postcolonial approach, this paper seeks to understand how young children in the school develop, negotiate and resist existing gender construction. This paper is based on an ethnography research conducted in 2010 for eight months. Findings of this study reveal that discourse of femininities in the school is situated in the discourse of a princess. This paper argues that there are multiple meanings attached to the discourse of a princess. It does not only become a signifier for femininity, but it also acts as a signifier for social class. The findings also suggest that the discourse perpetuates the legacy of colonisation in the school. It is, then, recommended that, in order for kindergarten teachers to be able to disrupt the construction of femininities, they need to be able to understand multiple meaning of femininities as well as power relation embodied in the construction

Class (philosophy · Discourse analysis · Embodied cognition · Epistemology · Ethnography · Femininity · Linguistics · Masculinity · Meaning (existential · Negotiation · Pedagogy · Power (physics · Situated · Social science · Sociology · Anthropology · Children's Rights and Participation · Gender Roles and Identity Studies · Gender Studies · Global Education and Multiculturalism · Psychology