Being a princess

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

Dados Bibliográficos

ID12232016
AutoresVina Adriany (0000-0001-8457-4885, Indonesia University of Education, autor correspondente)
Ano2018
Volume31
Fascículo6
Páginas724-741
Data de publicação2018-07-12
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoGender and Education (JOURNAL)
Identificadores do periódicoISSN: 0954-0253 • E-ISSN: 1360-0516
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09540253.2018.1496229
OpenAlexW2873592581
IdiomaEN
Citações recebidas15
Referências 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