東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Children Have Big Stories: an Ethnog...

Holmes, Catherine.

FindBook

Google Book

Amazon

博客來

Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices./
作者:	Holmes, Catherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	362 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Native peoples. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30615724
ISBN:	9798380486231

Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
Holmes, Catherine.

Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 362 p.

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Australian National University (Australia), 2023.

This item must not be sold to any third party vendors.

This thesis explores children's practices in three remote Australian First Nations communities in the desert region of Western Australia. Based on ethnographic research with 30 Ngaanyatjarra and Pintupi children aged 0-6 years old and their caregivers, contemporary childhood is examined across a variety of contexts. The overall purpose of this study is to contribute to the understanding of children's practices in this environment.Contemporary child-related policy discourses in this context overemphasise deficit and mainstreaming. Anthropological accounts rarely focus on children's lives prior to school or child-and-family practices. Mediascapes perpetuate stereotypes with representations of 'traditional' practices that exotify and fail to engage with the complexity of contemporary young children's lives. There is a current paucity of serious engagement with the early years of Ngaanyatjarra and Pintupi children's lives prior to schooling. To address these concerns, the following questions are investigated: what are the key practices in Ngaanyatjarra or Pintupi children's daily lives; what does it mean to be a Ngaanyatjarra or Pintupi child today; and what are the implications for early childhood education in First Nations communities?Methodologically, the fieldwork was approached using Constructivist Grounded Theory and, to conceptualise the data, complemented with Practice Theory. These two frames allowed the study to explore how 'mainstream' child-related practices have been inserted into or discarded in everyday life. Data were drawn from participant observations, interviews, and visual materials.The findings highlight that desert children are navigating a world with multiple intersecting layers of complexity. Yet, despite myriad external forces, societal sociocultural values remain central to their practices. What is revealed in this investigation is a nuanced understanding of contemporary childhoods in remote regions, to guide the transition from home to school. The thesis provides potential insights to inform early childhood educators and caregivers of the need to be more aware of the context of children's everyday lives and the relevance of current service models for children living in remote First Nations communities by signalling the priorities and worldviews of Ngaanyatjarra and Pintupi communities.

ISBN: 9798380486231Subjects--Topical Terms:

3558955
Native peoples.

Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
LDR:03581nmm a2200385 4500 001 2397500
005 20240626052110.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380486231
035 $a (MiAaPQ)AAI30615724
035 $a (MiAaPQ)AustNatlU1885292222
035 $a AAI30615724
040 $a MiAaPQ $c MiAaPQ
100 1 $a Holmes, Catherine. $3 3767280
245 1 0 $a Children Have Big Stories: an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 362 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Kral, Inge.
502 $a Thesis (Ph.D.)--The Australian National University (Australia), 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis explores children's practices in three remote Australian First Nations communities in the desert region of Western Australia. Based on ethnographic research with 30 Ngaanyatjarra and Pintupi children aged 0-6 years old and their caregivers, contemporary childhood is examined across a variety of contexts. The overall purpose of this study is to contribute to the understanding of children's practices in this environment.Contemporary child-related policy discourses in this context overemphasise deficit and mainstreaming. Anthropological accounts rarely focus on children's lives prior to school or child-and-family practices. Mediascapes perpetuate stereotypes with representations of 'traditional' practices that exotify and fail to engage with the complexity of contemporary young children's lives. There is a current paucity of serious engagement with the early years of Ngaanyatjarra and Pintupi children's lives prior to schooling. To address these concerns, the following questions are investigated: what are the key practices in Ngaanyatjarra or Pintupi children's daily lives; what does it mean to be a Ngaanyatjarra or Pintupi child today; and what are the implications for early childhood education in First Nations communities?Methodologically, the fieldwork was approached using Constructivist Grounded Theory and, to conceptualise the data, complemented with Practice Theory. These two frames allowed the study to explore how 'mainstream' child-related practices have been inserted into or discarded in everyday life. Data were drawn from participant observations, interviews, and visual materials.The findings highlight that desert children are navigating a world with multiple intersecting layers of complexity. Yet, despite myriad external forces, societal sociocultural values remain central to their practices. What is revealed in this investigation is a nuanced understanding of contemporary childhoods in remote regions, to guide the transition from home to school. The thesis provides potential insights to inform early childhood educators and caregivers of the need to be more aware of the context of children's everyday lives and the relevance of current service models for children living in remote First Nations communities by signalling the priorities and worldviews of Ngaanyatjarra and Pintupi communities.
590 $a School code: 0433.
650 4 $a Native peoples. $3 3558955
650 4 $a Ethnography. $3 705632
650 4 $a Early childhood education. $3 518817
650 4 $a Households. $3 579926
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Education. $3 516579
650 4 $a Native studies. $3 3642179
650 4 $a Sociology. $3 516174
690 $a 0518
690 $a 0326
690 $a 0515
690 $a 0741
690 $a 0629
690 $a 0626
710 2 $a The Australian National University (Australia). $3 1952885
773 0 $t Dissertations Abstracts International $g 85-04A.
790 $a 0433
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30615724