Dana Frantz Bentley
Biographic Data
| ID | 4425825 |
|---|---|
| NAME | Dana Frantz Bentley |
| GIVEN NAMES | Dana Frantz |
| FAMILY NAME | Bentley |
| SIGNATURE | BENTLEY D F |
| AFFILIATIONS | Buckingham Browne & Nichols |
| ORCID | 0000-0003-1585-0254 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Critical everydays
Where does the voice of the early childhood educator live in conversations of critical pedagogy? How might the critical everyday movements and choices that teachers make be examined to explore their embedded layers of pedagogical intention? How might the voices emerge from the rich silence of our everyday lives and ordinary moments in the classroom? Through autoethnography, this narrative inquiry explores the everyday moments of one PreKindergart…
We want to march too
Young children are impacted by the realities of climate change every day. They sweat in the heat, breathe smokey air, wonder at the lack of snow in winter, and watch as catastrophic storms flood their communities. Questions and provocations follow from this engagement. For example: How might we generatively engage children with the issue of climate change? How might children see themselves as agents of change in the face of the climate crisis? Wh…
What makes a lifetime? Growing teaching practices with/in communities
What makes a teacher? How might educators be oriented toward children, rather than institutions? How might we grow pedagogies through humans, instead of systems? In a time of scope, sequence, standards, and scripted lessons, the orientation of teachers is often turned away from the actual people who inhabit the classrooms: the children and the teachers themselves. But what is that alternative? How might we frame teacher education and practice tow…
Pocket treasures and magical unicorns
What does it mean to be an early childhood teacher in a time of pandemic? Which stories remain constant in our profession and which are lost to the hand of physical distance? This narrative inquiry explores the persistent role of story in the creation of the body of the classroom community, and the sustaining of a practice of an early childhood teacher. Through narratives, one teacher explores the stories emerging in her classroom in the fall of …
Silenced Motherhood(s)
What is the role of mothering in the early childhood classroom? Given the focus of the field of “professionalization” and “scientific” practices, how might the role of maternal nurturance be woven into our understandings of pedagogies? This paper addresses the disempowerment experienced by an early childhood practitioner when maternal subjectivities and practices are framed as oppositional to the “professionalization” of the field. Through narrat…
Child care and Covid
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
An idea is in your body”
What does it mean to engage in transformational learning with young children? In a time when “technology” is hallowed as all-important, how do we frame young children as empowered, critical thinkers around technologies, instead of just consumers? This article looks closely at a child-centered, emergent curricular process within an early childhood classroom. Framing the “having of ideas” as the essential technology in children’s lives, a teacher c…
Silenced Motherhood(s)
What is the role of mothering in the early childhood classroom? Given the focus of the field of “professionalization” and “scientific” practices, how might the role of maternal nurturance be woven into our understandings of pedagogies? This paper addresses the disempowerment experienced by an early childhood practitioner when maternal subjectivities and practices are framed as oppositional to the “professionalization” of the field. Through narrat…
Child care and Covid
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
An idea is in your body”
What does it mean to engage in transformational learning with young children? In a time when “technology” is hallowed as all-important, how do we frame young children as empowered, critical thinkers around technologies, instead of just consumers? This article looks closely at a child-centered, emergent curricular process within an early childhood classroom. Framing the “having of ideas” as the essential technology in children’s lives, a teacher c…
Silenced Motherhood(s)
What is the role of mothering in the early childhood classroom? Given the focus of the field of “professionalization” and “scientific” practices, how might the role of maternal nurturance be woven into our understandings of pedagogies? This paper addresses the disempowerment experienced by an early childhood practitioner when maternal subjectivities and practices are framed as oppositional to the “professionalization” of the field. Through narrat…
Child care and Covid
Drawing from an analysis of responses to COVID affecting the ECCE sector in the US, including the narratives of early childhood educators, we engage with several questions. These include: How is care work with children constructed and affected by COVID-19? How might current responses and policies be understood through the lens of social citizenship and the collective/the individual? How do these issues reflect the precarity of the ECCE sector? Ho…
Pocket treasures and magical unicorns
What does it mean to be an early childhood teacher in a time of pandemic? Which stories remain constant in our profession and which are lost to the hand of physical distance? This narrative inquiry explores the persistent role of story in the creation of the body of the classroom community, and the sustaining of a practice of an early childhood teacher. Through narratives, one teacher explores the stories emerging in her classroom in the fall of …
What makes a lifetime? Growing teaching practices with/in communities
What makes a teacher? How might educators be oriented toward children, rather than institutions? How might we grow pedagogies through humans, instead of systems? In a time of scope, sequence, standards, and scripted lessons, the orientation of teachers is often turned away from the actual people who inhabit the classrooms: the children and the teachers themselves. But what is that alternative? How might we frame teacher education and practice tow…
We want to march too
Young children are impacted by the realities of climate change every day. They sweat in the heat, breathe smokey air, wonder at the lack of snow in winter, and watch as catastrophic storms flood their communities. Questions and provocations follow from this engagement. For example: How might we generatively engage children with the issue of climate change? How might children see themselves as agents of change in the face of the climate crisis? Wh…
Critical everydays
Where does the voice of the early childhood educator live in conversations of critical pedagogy? How might the critical everyday movements and choices that teachers make be examined to explore their embedded layers of pedagogical intention? How might the voices emerge from the rich silence of our everyday lives and ordinary moments in the classroom? Through autoethnography, this narrative inquiry explores the everyday moments of one PreKindergart…
Early Childhood Education and Development (5 works) · Psychology (5 works) · Sociology (5 works) · Children's Rights and Participation (4 works) · Early childhood (4 works) · Early childhood education (4 works) · Narrative (4 works) · Pedagogy (4 works) · Developmental psychology (3 works) · Narrative inquiry (3 works)