Caballito blanco, ¡vuelve pa’ tu pueblo!”

Troubling and reclaiming the historical foundations of Chilean early childhood education

Datos Bibliográficos

ID13005372
AutoresXimena Galdames Castillo (Diego Portales University, autor de correspondencia)
Año2017
Volumen7
Número2
Páginas159-178
Fecha de publicación2017-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaGlobal Studies of Childhood (JOURNAL)
Identificadores de la revistaISSN: 2043-6106 • E-ISSN: 2043-6106
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/2043610617703843
OpenAlexW2624240697
IdiomaES
Citas recibidas6
Referencias citadas33

In accordance with the white patriarchal foundations of the early childhood education field of the global north, Chile’s early childhood education has a colonial and androcentric origin which has been left unquestioned. Reviews of Chilean early childhood education omit/ignore other socio-political agendas, such as class, gender, and ethnicity that still shape the current landscape. This article reconstructs the foundations of Chilean early childhood education through a reconceptualized mestiza history of the present. This approach challenges the neutrality of Chilean early childhood education and seeks to reclaim it by examining the underpinning regimes of truth that re-colonize children and women moving within and inhabiting the field. Analyses show how two main strands shape(d) early childhood education and care: social (and currently, multiagency) policies, and curriculum and pedagogy. The relationship between these strands has been recursive and contradictory and overlapping over time. However, their mixture creates an illusion of literal transposition as a syncretic effect, which under close examination exposes its fault lines

Art · Developmental psychology · Early childhood · Early childhood education · Field (mathematics · Humanities · Pedagogy · Political science · Politics · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Law · Migration, Education, Indigenous Social Dynamics · Psychology