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The significance of the personal in constructing gender equity practises in kindergartens

Askland, Leif
Journal article, Peer reviewed
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URI
https://hdl.handle.net/10642/1994
Date
2013
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  • LUI - Institutt for barnehagelærerutdanning [210]
Original version
Askland, L. The significance of the personal in constructing gender equity practises in kindergartens. He Kupu, 3(3)   https://www.hekupu.ac.nz/article/significance-personal-constructing-gender-equity-practises-kindergartens
Abstract
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.
Publisher
New Zealand Tertiary College (NZTC)
Series
He Kupu;3(3)

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