Maternal thinking and beyond: towards a care-full pedagogy for early childhood

Luff, Paulette and Kanyal, Mallika (2015) Maternal thinking and beyond: towards a care-full pedagogy for early childhood. Early Child Development and Care, 185 (11-12). pp. 1748-1761. ISSN 0300-4430

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Official URL: https://doi.org/10.1080/03004430.2015.1028389

Abstract

This paper explores feminist philosopher Sara Ruddick's concept of ‘maternal thinking’ and considers the applicability and use of her ideas for early childhood pedagogy. This is illustrated through a small-scale case study, undertaken in early years settings in England, in which three dimensions of maternal thinking are evidenced in the work of early years practitioners: preservation of the child, fostering the growth of the child and the child's social acceptance. We argue that ethics of care are central to an articulation of contemporary early childhood pedagogy and must be advanced through engagement with students of early childhood in higher education (HE). This practice is demonstrated in a second case study, reporting a participatory research project with university students. Care-full values, practice and thinking are vital in order to challenge the status quo and emphasise early childhood pedagogy as important work towards the creation of a more equitable and sustainable society.

Item Type: Journal Article
Keywords: care-full pedagogy, early childhood, ethics of care
Faculty: Faculty of Health, Social Care & Education (for research post September 2011)
Depositing User: Ian Walker
Date Deposited: 28 Mar 2018 09:20
Last Modified: 28 Mar 2018 09:20
URI: http://arro.anglia.ac.uk/id/eprint/702877

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