Belonging and language

Bibliographic Data

ID13005503
AuthorsChris Peers (0000-0002-2335-4587, Monash University, corresponding author)
Year2019
Volume10
Issue2
Pages170-182
Publication date2019-11-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueGlobal Studies of Childhood (JOURNAL)
Journal identifiersISSN: 2043-6106 • E-ISSN: 2043-6106
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/2043610619893128
OpenAlexW2989852304
LanguageEN
Citations received2
References cited14

This article contributes to a growing debate within the field of early childhood education about the concept of ‘belonging’. It continues from earlier discussions that commented on the adoption of Belonging as a key term in the development of a national curriculum for the early years in Australia in 2009, as well as increasingly common references to belonging in various aspects of debate within the field. The article focuses specifically on the idea of belonging as it has emerged within existentialist philosophy in the 20th century, and more recent post-structuralist theories, especially the work of Jacques Derrida. The article ties belonging to language as a means of redefining approaches in early childhood education to the notions of place and context, so as to more rigorously connect ‘belonging’ to the philosophical debates of the 21st century

Context (archaeology · Curriculum · Early childhood education · Epistemology · Existentialism · Field (mathematics · Higher education · Pedagogy · Philosophy of education · Political science · Social science · Sociology · Diverse Education Studies and Reforms · Education and Technology Integration · History · Indigenous and Place-Based Education · Law · Philosophy

Tools

Open DOISci-Hub