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    Early Childhood Educators’ Perspectives on Children’s Rights: The Relationship between Images of Childhood and Pedagogical Practice

    Access Status
    Fulltext not available
    Authors
    Giamminuti, Stefania
    See, D.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Giamminuti, S. and See, D. 2017. Early Childhood Educators’ Perspectives on Children’s Rights: The Relationship between Images of Childhood and Pedagogical Practice. international journal of children’s rights. 25: pp. 24-49.
    Source Title
    international journal of children’s rights
    ISSN
    0927-5568
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/55635
    Collection
    • Curtin Research Publications
    Abstract

    There is a need to understand better the role that early childhood educators’ perspectives on children’s rights play in informing pedagogical practice. In the Australian context there is unease regarding the place of children’s rights in current curriculum policy. This article examines how educators’ perspectives on children’s rights inform and influence their pedagogical practice. The ethnographic study reported here involved the participation of three early childhood teachers located in one Western Australian metropolitan primary school, and generated data through the combination of walking tours, photographs of the school environment, and a focus-group interview. Themes of “Access” and “Power-fullness” emerged from the data as local values illustrating the relationship between images of childhood held by teachers and pedagogical practice. The theoretical propositions of “Pedagogy of Place and Space” and “Pedagogy of Possibilities” are offered as provocations for educators of young children wishing to enhance their practice with a children’s rights-based discourse.

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