Gender Expansion in Early Childhood Education : Building and Supporting Pro-Diversity Spaces

This book explores the contexts for gender identity development in early childhood education, examining how early childhood educators’ views on children’s gender identity influence their practice in Australia. The author utilizes feminist post-structuralism, queer theory and performativity as theoretical approaches, and feminist post-structuralist discourse and thematic analyses. The book captures the voices of educators and developers of curriculum documents to explore how gender expansive environments can be created when such environments are socially and politically contentious. It then identifies discourses that enable and constrain the building of pro-diversity spaces and contexts in early childhood education, while considering how to disrupt normative notions of gender and promote the deployment of discursive agency. Acknowledgements Contents Abbreviations List of Tables Chapter 1: Gender in the Early Years Background The Research Study Significance of This Research References Chapter 2: A Deep Dive on Gender Theoretical Views on the Development of Gender Developmental and Socialisation Theory Psychological and Sociological Studies into Gender Roles Feminist Theories of Gender Politics Feminist Post-structuralist Theories Queer Theory The Heterosexual Matrix Gender and Performativity Further Contemporary Approaches to Gender in Early Childhood Conclusion References Chapter 3: Where Does Policy Come From? Spotlight: The Australian Early Years Learning Framework The Early Years Learning Framework Insights from Developers of the Early Years Learning Framework Developing the Early Years Learning Framework Silences Around Gender in the Early Years Learning Framework The Updated Early Years Learning Framework 2.0 Performativity in Australian Early Childhood Education Policy Comparative Education—Curriculum Frameworks as a Global Context Conclusion References Chapter 4: The Early Childhood Educators’ Contexts Educators’ Understandings of Gender Identity Development The Impact of Teacher Education and Studies on Educators’ Perceptions Educator Participants in the Research Study Use of Artefacts References Chapter 5: The Educators’ Stories Educators’ Understanding of Gender Views and Understanding of How Gender Identity Develops Gender, the Sexualisation of Children and Compromising Childhood Innocence Terminology Used in Relation to Gender Generational Shift in Views on Gender The Educator’s Role Beliefs About Their Role in Gender Formation Dynamics with Colleagues Navigating Relationships with Families Views on the Early Years Learning Framework The EYLF’s Uses in Relation to Gender Impact of Personal Context on Educators’ Approaches to Gender Years of Experience in the Field Teacher Education Personal Context Suggestions from Participants to Assist in Providing Gender Equity Programmes Conclusion References Chapter 6: Discourses Constraining and Enabling Work on Gender Constraining Discourses The ‘Innocence’ Discourses The ‘Contentious’ Discourses Enabling Discourses Equity and Inclusion Deconstruction of Binaries Collaborative Practice Gender as Part of Holistic Practice Conclusion and Implications References Chapter 7: Conclusions and Implications Where Do Educators Believe That Their Understanding of Gender Identity Has Come From? How Do Educators Believe That Children Develop Their Gender Identities, and What Do They Believe Their Role Should Be in This Development? What Interactions and Issues Have Educators Encountered in Relation to Gender Equity in Early Childhood Settings? How Can Educators Be Supported, and What Is Required to Provide Practical Solutions for Change? Why Is There Silence Surrounding Gender in Early Childhood Curriculum Documents? Key Findings Implications Further Recommendations References Index