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Child Agency Encounters Adult Imperialism

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Child Agency Encounters Adult Imperialism EMILY MEETS THE WORLD: CHILD AGENCY ENCOUNTERS ADULT IMPERIALISM by Noah Mencow Hichenberg Dissertation Committee: Professor Susan Recchia, Sponsor Professor Haeny Yoon Approved by the Committee on the Degree of Doctor of Education Date ____22 May 2019_______ Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2019 ABSTRACT EMILY MEETS THE WORLD: CHILD AGENCY ENCOUNTERS ADULT IMPERIALISM Noah Mencow Hichenberg Children are endowed with agency, a fundamental trait of humanity which is accomplished through collective striving. This striving occurs as children meet, and create, their world and its expectations of them. I explore how one particular 2-year-old child, Emily, en-counters her world. The study focuses on Emily’s agency and power as she meets an adult society which extends control into her life. Through Emily’s life, I illustrate how this extension of control creates confined spaces of childhood which infantilize and regulate Emily. The socially constructed childhood Emily encounters denies and ignores much of her agency. Yet, Emily powerfully and irreparably alters the world she meets, generating novel landscapes as she pushes back against the world. Emily refuses to concede to the world presented to her; she instead takes the world and changes it. I use ethnographic, idiographic methods to describe the extension of control into children’s lives as adult imperialism and locate Emily’s powerful agency in her transformative dissent and stance of opposition. Field observations occurred over a nine- month period; interviews were conducted with Emily, her parents, and her teachers. The Transformative Activist Stance, a critical expansion of cultural-historical activity theory outlined by Dr. Anna Stetsenko, is used as an orienting framework. All data was audio recorded, transcribed, and analyzed to offer a convincing argument regarding agency and imperialism in Emily’s life. I argue that Emily’s transformative dissent is the social assertion of her agency and that she, like all children, deserves to be appreciated and celebrated for her capacity to matter in the world-as-it-is-being-made. Social accomplishments are implicated in the research as manifestations of individual agency: Emily matters because of how she engages with others. This research suggests a critical shift away from vertical adult-child relationships, which are presented in the data as defined by regulation and control, and towards horizontal relationships, oriented around recognition and appreciation. A horizontal relationship implies shedding developmental assumptions about children and ceding back to them areas of their own lives. © Copyright Noah Mencow Hichenberg 2019 All Rights Reserved ii ACKNOWLEDGMENTS Emily, I hope that you find my writing here an honest attempt at a faithful rendition of our time spent together, and that one day perhaps you will find yourself reading this. I am grateful for the hospitality with which you welcomed me into your life and inspired by the power and agency with which you meet the world. I have attempted to present them here with reverence. Kate and John, thank you. You were gracious hosts and accommodated my many requests. Your girls are lucky to have you as guiding lights and moral compasses. Kate, you were a supportive guide into Emily’s life, present for nearly all the research. On a personal level and as a parent, I learned so much from you, inspired by your ceaseless patience, warmth, and tenderness with Emily. Much of your warmth is not captured in the writing here, as my focus is elsewhere, yet is ever-present as the foundation of love and support that you and John provide Emily with. Dr. Susan Recchia, thank you for your support throughout the dissertation process – you have been gracious and generous with your time and feedback. You provided me a steady hand and unwavering guide at Teachers College and I am forever grateful. Dr. Haeny Yoon, your critiques of this dissertation gave it shape and strength. Your energy towards qualitative data analysis is an aspirational model and your insights regarding data organization and the framing of an argument have been invaluable. Dr. Anna Stetsenko, I am fortunate to have met you during the early stages of my work and just as The Transformative Mind was being published. Your insights into iii agency, humanity, and research have profoundly shaped this writing and your enthusiasm for my ideas has given me confidence to be bold and create something novel. Dr. Juliette de-Wolfe and Dr. Michelle Knight-Manuel, your courses introduced me to ethnographic methods and qualitative writing and allowed me to conduct my first pilot studies on this subject; your early feedback shaped the core of this project. Dr. Mariana Souto-Manning, your seminar helped me dive into cultural historical activity theory and pointed me towards Dr. Stetsenko. Your passion for critical thought and belief in your students pushed me forward in my work. Shira, thank you. I love you. You are the backbone of my life. You gave so much of yourself to allow me to pursue this degree and dissertation. Your enthusiasm, grace, and generosity never once dimmed as you supported me in this work, despite the amount of time it took me away from our family. Our conversations about my research and our parenting have been an invaluable space to work through this writing. Mom and dad, thank you. I love you. You are my models for critical thinking, social commitment, and a scholastic appetite, which prepared me for this work. I know that I am still a student because of zaydie’s having told me I should never stop reading, never stop learning. N.M.H. iv TABLE OF CONTENTS Page Chapter I – INTRODUCTION…………………………………………………. 1 Overview……………………………………………………………….. 1 Who I Am and How I Got Here……………………………………….. 4 Potential Significance and Relevance………………………………….. 8 Cultural Historical Context of Adult-Control over Children ………….. 10 Confined Spaces of Childhood………………………………… 11 Mass Enrollment of 2-Year-Olds in Nursery School…………… 14 A Particular Non-Generalized Childhood……………………… 18 Theoretical Framework………………………………………………… 21 Research Problem – Acknowledging the Child’s Agency …………… 23 Rationale and Research Questions……………………………………. 25 Summary……………………………………………………………… 26 Chapter II – LITERATURE REVIEW………………………………………. 28 Overview………..….……………………………………………….. 28 Constructing Childhood……………………………………………… 30 “Cultural Determinants of Childhood” ……………………… 31 Historical Control of Childhood……………………………… 33 Contemporary Control of Early Childhood…………………… 37 Adult Imperialism……………………………………………… 40 v Nuances within Adult Imperialism……………………. 47 The Child’s Agency……………………………………………………. 48 Agency and the Transformative Activist Stance…………….…. 48 Agency in Early Childhood: Resistance and Reappropriation..… 55 Early Childhood Research Methodologies……………………………… 60 Paying Close Attention to Children……………………………. 60 Expanding Interview Methods…………………………………. 63 Sensitive Methods for Consent………………………………… 70 Critically Examining “Transitions”…………………………………… 73 “Transition from Home to School”…………………………… 73 Expanding Views on “Transitions”…………………………… 75 Summary……………………………………….……………………… 77 Chapter III – METHODS: PEOPLE AND PLACES…..….…………………. 78 Overview……………….……………………………………………. 78 Researcher Positionality……………………………………………… 79 A Life in Parallel……………………………………………… 80 Privilege………………………………………………………… 82 A Committed Stance…………………………………………… 86 My Presence in the Field……………………………………… 88 Participant…………………………………………………………..… 90 Selection……………………………………………………… 90 Description of Participants and Adults………………………… 91 vi Emily………………………………………………… 91 Emily’s family………………………………………… 94 Emily’s school………………………………………… 98 Emily’s teachers………………………………………. 99 Consent……………………………………………..……………….. 103 Chapter IV – METHODOLOGY: ETHNOGRAPHY…………….……….….. 109 Data Generation…………………………………………………….… 109 Ethnographic Methods………………………………………… 110 Validity………………………………………………………… 111 Historicity …………………………..………………………… 112 Field Observations…………………………………………… 114 Interviews……………………………………………………. 116 Analysis………………………………………………………………. 119 Creative Encounters…………………………………………… 123 Peter Pan……………………………………………………… 125 Presentation…………………………………………………………… 126 Limitations…………………………………………………………… 128 Summary……………………………………………………………… 132 INTERLUDE – Overview of Chapters V and VI…………………………… 133 vii Chapter V – FINDINGS – ADULT IMPERIALISM……………………… 136 Preface.…………………………………………………………… 136 Age-Based Segregation…………………………………………… 137 Overview…………………………………………………… 137 “You Have to Be Two”: Division and Denial……………… 138 “It’s Not Real Class”: Confined Spaces …………………… 148 Summary…………………………………………………… 159 Infantilization…………………………………………………….. 159 Overview………………………………………………… 159 “She is Still a Toddler”: Inescapable Nomenclature ………… 161 “No You’re Not Gonna Walk”: Restriction and Suppression… 172 Summary………………………………………………………. 181 Regulation………………….…………………………………………. 182 Overview………………………………………………………. 182 “They Are in Our Control, Right?”: Imposing Rules………… 182 “Time to Clean Up”: Controlling Time…………….………… 191 Summary……………….……………….……………….…… 201 Summary of Chapter V……………….……………….……………… 201 Chapter VI – FINDINGS – EMILY’S AGENCY…………………………. 204 Preface……………………………………………………………… 204 Resistance…………………………………………………………… 207 Overview…………………………………………………… 207 viii “No. I Don’t Want To”: Saying “No” ……………………… 207 “Let’s Just Do It”: Rejecting Adult-Expectations………… 221 Summary………….…………...………….……………….. 233 Reappropriation…………………………………………………….. 234 Overview…………………………………………………….
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