Journal Articles
Gender-diverse practitioners in early years education and care (EYEC): A cross-cultural study of Scotland, Hong Kong, and Mainland China
- Gender-diverse practitioners in early years education and care (EYEC): A cross-cultural study of Scotland, Hong Kong, and Mainland China
- Early Years, (0), - , 2019
- Routledge
- 2019
-
- Scotland
- Hong Kong
- China
-
- 1997.7 onwards
-
- Pre-Primary Education
- This paper discusses whether practitioners' gender subjectivities influence pedagogies and practices in early years education and care (EYEC) settings and whether an increase of men's participation can improve gender diversity in EYEC. It draws on poststructuralist theories, understanding gender as the product/outcome of the social formation of subjects and the process of subjectification. This is illustrated through accounts for how individual practitioners from Scotland, Hong Kong, and Mainland China discursively construct their gender subjectivities, in accordance with the respective cultural discourses that shape work with young children in EYEC in the three contexts. Thirty-four practitioners from 17 EYEC settings (1 male and 1 female practitioner from each setting) in the cities of Edinburgh, Hong Kong, and Tianjin were interviewed. The study finds that participant practitioners' constructions of gender subjectivities vary within and across contexts, and gender-binary discourses are to different extents prevalent in all three contexts. This paper argues for a cross-cultural approach to gender-sensitive teacher training, to interrogate popular discourses that advocate for men to fulfil complementary roles in EYEC to women and to challenge gender binary thinking that persists in EYEC and beyond. [Copyright of Early Years is the property of Routledge.]
-
- English
- Journal Articles
-
- 09575146
- https://bibliography.lib.eduhk.hk/en/bibs/54037fd1
- 2020-08-26
Recent Journal Articles
在香港幼稚園推行STEM (科學、科技、工程及數學)教育的挑戰之初探Journal Articles
Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplaceJournal Articles
Voices without words: Doing critical literate talk in English as a second languageJournal Articles
Using the genre-based approach in teaching chinese written composition to South Asian ethnic minority students in Hong KongJournal Articles
Translanguaging as dynamic activity flows in CLIL classroomsJournal Articles
Does obesity persist from childhood to adolescence? A 4-year prospective cohort study of Chinese students in Hong KongJournal Articles
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Journal Articles
Examining the role of institutional agents and school-based social capital in minority university choice and accessJournal Articles