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dc.contributor.authorHogan, V
dc.date.accessioned2014-04-13T00:19:09Z
dc.date.available2014-04-13T00:19:09Z
dc.date.copyright2013-11-30
dc.date.issued2014-04-13
dc.identifier.citationHe Kupu, vol.3(3), pp.44 - 53 (10)
dc.identifier.urihttp://hdl.handle.net/10292/7110
dc.description.abstractIn 1997, Glenda MacNaughton wrote the paper ‘Feminist praxis and the gaze in the early childhood curriculum’. In her final paragraph, MacNaughton challenged early childhood educators to revisit the ‘gaze’ after twenty years, in the hope that “it will not be as possible to find teachers who fail to ‘see’ gender” (p. 325). By 2014, new theoretical perspectives on gender and education encourage teachers to widen their understandings of gender, and challenge dominant discourses of heteronormativity and heterosexuality (Blaise 2005, 2013; Blaise & Taylor, 2012; Robinson, 2005; Gunn 2004, 2008). This paper explores the implications of this new research for teachers and teacher educators drawing on feminist research informed by poststructuralist theory and its continued application in the context of gender and early childhood education.
dc.languageEnglish
dc.publisherNew Zealand Tertiary College
dc.relation.urihttp://www.hekupu.ac.nz/index.php?type=issue&issue=18
dc.rightsAs an online only journal He Kupu provides a dynamic and flexible forum for educators and students to engage with a wide range of issues. Subscription to He Kupu online journal is free, and will ensure you keep up to date with the latest research and reflections associated with early childhood education.
dc.subjectGender
dc.subjectEarly Childhood education
dc.subjectTeacher education
dc.subjectFeminist postructuralist theory
dc.titleRevisiting the 'teachers' gaze': have we changed how we 'see' gender in early childhood education?
dc.typeJournal Article
dc.rights.accessrightsOpenAccess
aut.relation.endpage53
aut.relation.issue3
aut.relation.pages10
aut.relation.startpage44
aut.relation.volume3
pubs.elements-id165436


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