Enacting feminist materialist movement pedagogies in the early years
School of Education / Edith Cowan Institute for Education Research
It has been well established that a developmental and binary logic characterizes early childhood education, rendering it highly problematic (Blaise, 2005a, 2013b). One of the concerns that feminist scholars working in early childhood education have regarding this oppositional logic is how it simultaneously reinforces gender norms and gender stereotypes, while also constructing a gender-neutral child (Blaise, 2005, 2013b; MacNaughton, 2000). The purpose of this chapter is to establish how feminist materialist movement pedagogies are part of a gender politics, how they unsettle foundational and developmental thinking, and what they offer the field of early childhood education...