Enacting everyday democratic pedagogies in a birth-five early years setting
Bibliographic Data
| ID | 21522516 |
|---|---|
| Authors | Victoria Whitington (0000-0003-3644-2727, University of South Australia, corresponding author), J H Sisson (0000-0002-9302-2035, University of South Australia), Anne-Marie Shin (0000-0002-0983-7638, University of South Australia) |
| Year | 2024 |
| Volume | 51 |
| Issue | 5 |
| Pages | 1795-1811 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-023-00664-2 |
| OpenAlex | W4388818450 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey’s experiential education theory, case study and multiple perspectives to provide a holistic view of participants’ various lived experiences. The paper critically examines elements within early childhood educators’ professional identities and discourses that enabled and constrained one setting’s reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants’ journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership
Citizen journalism · Democracy · Developmental psychology · Early childhood · Early childhood education · Epistemology · Experiential knowledge · Experiential learning · Participatory action research · Pedagogy · Political science · Politics · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Indigenous and Place-Based Education · Psychology
Transformative Change and Real Utopias in Early Childhood Education
Case Study Research in Practice
Apprenticeship in Thinking
Case Study Research
Weaving pedagogy in early childhood education
Participatory work with young children
Using thematic analysis in psychology
Triangulation 2.0
The Origins of the Video-Cued Multivocal Ethnographic Method
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |