The significance of the personal in constructing gender equity practises in kindergartens
Journal article, Peer reviewed
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Original versionAskland, L. The significance of the personal in constructing gender equity practises in kindergartens. He Kupu, 3(3) http://www.hekupu.ac.nz/Journal%20files/Issue3%20November%202013/The%20significance%20of%20the%20personal%20in%20constructing%20gender%20equity%20practises%20in%20kindergartens.pdf
To realise the ambitious objectives of the Kindergarten Act is a challenge for all workers in Early Childhood Teacher Education. This is not only in relation to equality, gender equity and democracy, but in respect to the assumptions we have to confront within this legislation. This paper explores the concept and phenomenon of gender equity based on personal engagement. Progress and change in this field is dependent on self-insight and personal knowledge gained through explorations of lived experience that can enhance our understanding and develop a pedagogy of equity (Askland & Rossholt 2009; Marshall 2010). I wish to explore the core concepts of gender equity pedagogy and, second, examine practice that exercises gender sensitive ways of being in relation to children and colleagues. In addition, I will report on a ‘micro project approach’, which was developed in several kindergartens in Akershus, Norway, as part of a project into this area of research.