Deconstructing and Transgressing the Theory—Practice dichotomy in early childhood education

Bibliographic Data

ID8856587
AuthorsHillevi Lenz Taguchi (0000-0003-0392-2345, a Institute of Education, Stockholm, corresponding author)
Year2007
Volume39
Issue3
Pages275-290
Publication date2007-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1111/j.1469-5812.2007.00324.x
OpenAlexW1984913117
LanguageEN
Citations received23
References cited20

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators

Aesthetics · Constructive · Early childhood education · Epistemology · Higher education · Identity (music · Narrative · Normative · Pedagogy · Philosophy of education · Reflexivity · Resistance (ecology · Social science · Sociology · Teacher education · Early Childhood Education and Development · Innovative Education and Learning Practices · Teacher Education and Leadership Studies

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