Rethinking global north onto-epistemologies in childhood studies
Bibliographic Data
| ID | 13005757 |
|---|---|
| Authors | Michelle Salazar Pérez (0000-0003-3411-4308, New Mexico State University, corresponding author), Cinthya M Saavedra (0000-0002-2311-1972, The University of Texas Rio Grande Valley), Janette Habashi (0009-0006-6173-1140, University of Oklahoma) |
| Year | 2017 |
| Volume | 7 |
| Issue | 2 |
| Pages | 79-83 |
| Publication date | 2017-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/2043610617708875 |
| OpenAlex | W2623401546 |
| Language | EN |
| Citations received | 13 |
| References cited | 11 |
For some time, critical scholars in childhood studies have been reconceptualizing the field (Bloch, 2013). Developmentally appropriate practices and notions of terms like quality have been deconstructed to expose how they normalize childhood/s and create inequities in early education and care (Burman, 1994; Dahlberg et al., 2007). While critical scholarship has problematized dominant childhood discourses, theorizing has largely come from global north scholars (Pérez and Saavedra, in press). Although concern for social justice is at the core of global north critical research and pedagogy, as a field, we must consider how global south onto-epistemologies, especially those of women of color and Indigenous peoples, have been left out, ignored, and even appropriated within critical scholarship. We contemplate whether this is one reason why efforts to make a dramatic and critical shift in the priorities of childhood studies have not made the advances we have hoped for. As global south scholars and editors of this Special Issue, we and the contributors make an important call for rethinking our reliance on global north perspectives. By centering global south onto-epistemologies in childhood studies, we aim to open a dialogue that prompts a rethinking of global north dominance in the field
Childhood studies · Developmental psychology · Early childhood education · Epistemology · Pedagogy · Sociology · Education, Philosophy, and Society · Global Education and Multiculturalism · Philosophy · Psychology · Religious Education and Schools
Privileging Power
Amplifying voices, dismantling silences
Digital play and technical code
What No Research Means
Where Your Voice Burns Like Fire”
Centering the problem child
From ‘No’ to ‘Know’
Re)thinking Food and Food Practices in Early Childhood Education with Children through Suda (수다) Approach
Temas y Justicias en la Educación Parvularia Chilena Postdictadura
Underrepresentation of most childhoods in the study of development. Latin American researchers' insights on limitations, advances, and challenges
What takes 'us' so long? The philosophical poverty of childhood studies and education
Southern theories and decolonial childhood studies
Engaging girls with disabilities through cellphilming
The decolonial imaginary
Deconstructing Developmental Psychology
Beyond Quality in Early Childhood Education and Care
Epistemologies of the South
Borderlands/La Frontera
Local Histories/Global Designs
Open Veins of Latin America
Breaking up with Deleuze
Heterosexualism and the Colonial/Modern Gender System
Coloniality and Modernity/Rationality
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |