Feminist tales of teaching and resistance

Reimagining gender in early childhood education (Reggio Emilia, Italy)

Bibliographic Data

ID12230944
AuthorsBeatrice Jane Vittoria Balfour (University of Cambridge, corresponding author)
Year2016
Volume28
Issue3
Pages445-457
Publication date2016-04-15
Open AccessNo
TypeARTICLE
VenueGender and Education (JOURNAL)
Journal identifiersISSN: 0954-0253 • E-ISSN: 1360-0516
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2016.1167176
OpenAlexW2338134160
LanguageEN
Citations received3
References cited23

This article investigates whether the memories of women’s movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance

Developmental psychology · Early childhood · Early childhood education · Nazism · Pedagogy · Political science · Politics · Resistance (ecology · Sociology · Gender Roles and Identity Studies · Gender Studies · Historical Education Studies Worldwide · Historical Gender and Feminism Studies · Law · Psychology

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