Carnival and the Fake School

Transgressing the Vertical Imaginary of Education with and for Young Children

Bibliographic Data

ID8924191
AuthorsErin Dyke (0000-0002-1594-5547, Oklahoma State University System, corresponding author)
Year2023
Volume59
Issue2
Pages124-144
Publication date2023-01-27
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2023.2169694
OpenAlexW4319790710
LanguageEN
Citations received2
References cited39

This study examines the collective labor of imagining one educational world among myself and six middle income, racially- and gender-diverse six- and seven year-olds via a two-year critical participatory ethnography of a six-family (including my own) pandemic cooperative—Fake School, as the kids playfully named it. Fake School was initially a semester-long temporary stopgap to arrange shared childcare amid remote learning that became a two-year collective project through the uncertainties and surges of the pandemic. Drawing on Stallybrass and White, I use carnival as an analytic to explore the verticalist imaginary of the education-based mode of study. I seek to narrate our Fake School situated within the broader context of the predominating notions of normalcy that delimit possible futures for public education. I suggest that the emergent educational world we briefly created offers important insights for authorizing young children’s perspectives on the future of education

Citizen journalism · Context (archaeology · Ethnography · Futures contract · Pedagogy · Political science · Situated · Sociology · The Imaginary · Child Development and Digital Technology · Children's Rights and Participation · Critical Race Theory in Education · Gender Studies · History · Psychology

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