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UBC Theses and Dissertations
UBC Theses and Dissertations
Training women to be teachers in early childhood education and the politics of participation Hodges, Diane Celia
Abstract
In this current project I set out to critically read the practices and discourses which are invested in socializing women to be teachers in Early Childhood Education. In order to better understand the complex processes of identification within a community of shared practice, I have attempted to disrupt the text in a way which interrupts dominant academic discourses and which also fattens the scope of the focus. By mirroring my own participation in teacher-training within Early Childhood Education communities against my participation as a graduate student in the Faculty of Graduate Studies, I have tried to uncover the social and institutional relations which interact in the (discursive) production of self. While acknowledging, on the one hand, that identity is multiplicitous, there are undeniable ideologies which maintain a "logic of unity" in the construction and production of self. These oppositionalities are analyzed in this document as sites of struggle; specifically in the institutionalized practices of observation and in journalling. The participation of women in the social/political arena of professionalism continues to pit gender/race/class against the traditional dominant discourses and practices of education. Working in opposition to these structures is both a performance and an interpretation of participation: how these conflicts manifest in issues of identification, affiliation, and community membership are critical issues for research and practice in education.
Item Metadata
Title |
Training women to be teachers in early childhood education and the politics of participation
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1996
|
Description |
In this current project I set out to critically read the practices and discourses
which are invested in socializing women to be teachers in Early Childhood
Education. In order to better understand the complex processes of identification
within a community of shared practice, I have attempted to disrupt the text in a
way which interrupts dominant academic discourses and which also fattens the
scope of the focus. By mirroring my own participation in teacher-training within
Early Childhood Education communities against my participation as a graduate
student in the Faculty of Graduate Studies, I have tried to uncover the social and
institutional relations which interact in the (discursive) production of self. While
acknowledging, on the one hand, that identity is multiplicitous, there are
undeniable ideologies which maintain a "logic of unity" in the construction and
production of self. These oppositionalities are analyzed in this document as sites
of struggle; specifically in the institutionalized practices of observation and in
journalling.
The participation of women in the social/political arena of professionalism
continues to pit gender/race/class against the traditional dominant discourses and
practices of education. Working in opposition to these structures is both a
performance and an interpretation of participation: how these conflicts manifest
in issues of identification, affiliation, and community membership are critical
issues for research and practice in education.
|
Extent |
4659989 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-06
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054981
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1996-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.