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Konstantoni2011.Pdf (3.389Mb) Young children's perceptions and constructions of social identities and social implications: Promoting social justice in early childhood Kristina Konstantoni PhD in Education The University of Edinburgh 2010 Author‟s declaration I declare that this thesis has been composed by me, it is my own work and that it has not been submitted for any other degree or professional qualification. Kristina Konstantoni ii TABLE of CONTENTS LIST OF TABLES......................................................................................... xiii LIST OF FIGURES....................................................................................... xiv ACKNOWLEDGMENTS............................................................................... xv ABSTRACT OF THESIS.............................................................................. xvi 1 Chapter 1............................................................................................... 1 1.1 Introduction.......................................................................................... 1 1.2 Young children‟s rights, early childhood and social justice: Context and a self reflection............................................................................. 1 1.3 The context of the research: Identified gaps and research questions.............................................................................................. 3 1.4 Why choose the Scottish context?..................................................... 5 1.5 Defining basic terminologies............................................................. 10 1.5.1 Age..................................................................................................... 10 1.5.2 Gender............................................................................................... 10 1.5.3 Ethnicity / „race‟................................................................................. 11 1.5.4 Nationality........................................................................................... 12 1.5.5 Religion.............................................................................................. 13 1.5.6 „Ethnic minority‟ and „minority ethnic‟................................................. 14 1.5.7 A note about social class.................................................................. 16 1.5.8 Discrimination..................................................................................... 17 1.5.9 Beyond „equality‟: The case for equity.............................................. 19 1.6 Structure of the thesis......................................................................... 23 2 Chapter 2: Reviewing relevant literature........................................... 27 2.1 Introduction.......................................................................................... 27 2.2 Constructions of identity (ies)............................................................ 28 2.2.1 „Us‟ and „them‟: Belongings and boundaries...................................... 29 2.2.2 Identity(-ies), stereotypes and exclusion............................................ 30 2.3 Constructions of childhoods.............................................................. 31 iii 2.4 Children‟s social identities................................................................. 34 2.4.1 Gender............................................................................................... 34 2.4.2 Ethnicity…………………………………………………………………… 38 2.4.3 Age………………………………………………………………………… 43 2.5 Children‟s friendships, social identities, multiplicity and intersectionality: The missing piece?............................................... 45 2.6 Conceptualising social justice: Exploring links with education..... 48 2.7 Early childhood perspectives and practices..................................... 50 2.7.1 Developmentally perspective............................................................. 51 2.7.2 Socio-cultural perspectives................................................................ 52 2.7.3 Human rights perspective.................................................................. 53 2.7.4 'Reggio Emilia approach'…………………………………………………54 2.8 Educators‟ pedagogies towards „fairness‟ and social justice......... 55 2.8.1 Childhood, age discourses and social justice approaches................. 55 2.8.2 Social justice approaches towards gender equity.............................. 56 2.8.3 Social justice approaches linked to ethnicity...................................... 58 2.8.3.1 Multicultural education ……………………………………………... 59 2.8.3.2 Anti-racist education towards anti-discrimination education…….. 60 2.9 Conclusion............................................................................................ 63 3 Chapter 3: Methodology...................................................................... 65 3.1 Introduction.......................................................................................... 65 3.2 „Ways of knowing‟: Post-structural / postmodern influences......... 65 3.3 Conceptualising children and childhood in research.......................67 3.4 Listening, consultation and participation.......................................... 69 3.5 Children‟s involvement in research: A form of participation?........ 70 3.6 Research in the early childhood context........................................... 71 3.7 Are participatory methods truly participatory?: A more critical stance.................................................................................................... 73 3.8 Ethnography......................................................................................... 76 3.9 Reflexivity............................................................................................. 78 iv 3.10 Research design and methodology............................................... 80 3.10.1 Research questions........................................................................... 80 3.10.2 Why use qualitative methodology?..................................................... 81 3.10.3 Fieldwork............................................................................................ 82 3.10.4 Sample............................................................................................... 83 3.10.5 A synthesis of ethnographic and participatory approaches and methods........................................................................................................ 85 3.10.6 Participant observation and informal conversations: A form of „active' participation................................................................................................... 86 3.10.7 Power relations.................................................................................. 91 3.10.8 Role: Researcher / helper / friend / „unusual adult‟............................ 92 3.10.9 Participatory methods........................................................................ 97 3.10.9.1 Drawing activities............................................................................ 97 3.10.9.2 Persona Doll activity........................................................................ 98 3.10.9.3 Researcher role and participatory methods: Was power eliminated?.................................................................................................... 101 3.10.9.4 Strengths and limitations of participatory methods......................... 102 3.11 Interviews with educators and parents / caregivers........................ 103 3.12 Ethics................................................................................................... 105 3.12.1 Children‟s informed consent............................................................... 106 3.12.2 Anonymity and confidentiality............................................................. 107 3.13 Validity and reliability......................................................................... 108 3.14 Analysis............................................................................................... 109 3.15 Dissemination...................................................................................... 111 3.16 Conclusion........................................................................................... 112 4 Chapter 4: Setting the scene: Description of the context, policies and settings.................................................................................................. 114 4.1 Introduction.......................................................................................... 114 4.2 A snapshot of the bigger picture........................................................ 115 v 4.3 Focusing on the Scottish context.......................................................116 4.3.1 The vision for Scottish children and „The Early Years Framework‟......................................................................................... 117 4.3.2 Social justice issues in policy and legislation context and the links to education............................................................................................ 119 4.3.2.1 Scottish curriculum and the links to social justice......................... 121 4.3.2.2 Mainstreaming „equality‟ and anti-discrimination.......................... 125 4.3.3 Local authority council‟s „equality‟ policy and guidance..................... 128 4.4 Description of the two nurseries........................................................ 131 4.4.1 Description of the mainly white nursery school, children and policies..............................................................................................
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