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T-Space at The University of Toronto Libraries >
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Master >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25658

Title: Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning
Authors: Konecny, Christina Patricia
Advisor: Boler, Megan
Department: Theory and Policy Studies in Education
Keywords: Early Childhood Education
Space, Queer Theory
Issue Date: 1-Jan-2011
Abstract: This thesis analyzes the “home area” learning center in open-ended preschool classrooms to address the various forms of gendered learning and pedagogy elicited by its presence in geographies of early learning. I argue that the home and block areas spatially and symbolically mimic the traditional division of public and private spheres of sociality characteristic of the patriarchal social order. I suggest that the gendered enactments of space and place in open-ended classrooms function to socialize children into heteronormative forms of sex-role consciousness through what I identify as a spatial pedagogy of domestication. I suggest that this pedagogy is enforced by ideologically haunted landscapes like the domestic landscape of the home area. By outlining critical, feminist, and queer interventions in early learning I suggest that taking a spatial approach provides a more capacious explanatory frame for analyzing how, in a neo-Marxist sense, the ideo-culturally bound relations of production are reproduced through the socializing apparatus of the preschool.
URI: http://hdl.handle.net/1807/25658
Appears in Collections:Master
Department of Theory and Policy Studies in Education - Master theses

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