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Power and gender: Issues in communi...

DeLair, Heather A.

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Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom./
作者:	DeLair, Heather A.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2587.
Contained By:	Dissertation Abstracts International61-07A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9977762
ISBN:	9780599836747

Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom.
DeLair, Heather A.

Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom. - 184 p.

Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2587.

Thesis (Ph.D.)--The University of New Mexico, 2000.

This is a two-year ethnographic study about a primary early childhood classroom. This study looks at children from the lens of the teacher as researcher while the children negotiate the official and unofficial curriculum for first and second grades. In this study the unit block area is used as a focal point as children work together to deconstruct gender in the curriculum and create a democratic classroom community.

ISBN: 9780599836747Subjects--Topical Terms:

1017530
Education, Early Childhood.

Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom.
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245 1 0 $a Power and gender: Issues in community. A practitioner ethnography of the unit block area in a two-year primary early childhood classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 61-07, Section: A, page: 2587.
500 $a Adviser: Ann S. Nihlen.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2000.
520 $a This is a two-year ethnographic study about a primary early childhood classroom. This study looks at children from the lens of the teacher as researcher while the children negotiate the official and unofficial curriculum for first and second grades. In this study the unit block area is used as a focal point as children work together to deconstruct gender in the curriculum and create a democratic classroom community.
520 $a Through the two-years, the children were able to create an equitable play and work environment in the classroom through deconstructing gender, communication, and identification of reproduction and resistance. The children were encouraged to bring their voices and ideas into the classroom in order to be equal participants in creating curriculum. Girls and boys learned to articulate assumptions around issues of gender and work toward change in their play. The children were able to create solid friendships and an appreciation of each other's work in the unit block area.
520 $a As a result, the study has implications for teacher education in understanding the role of teacher as a decision-maker in working toward a democratic classroom. Believing in play, I use it as an act of community building when working with issues of social justice and young children, helping children to understand the world around them and therefore become informed citizens.
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