Revisiting Teachers’ Folk Theories about the Independent Self in U.S. Early Schooling
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Drawing on Bruner’s (1996) notions of folk psychology and folk pedagogy, I discuss in this article how the two prevalent discourses of individualized education and independence reflecting middle-class European-American beliefs about individualism and the independent self are culturally constrained. I argue that early childhood teachers and teacher educators tend to take these discourses for granted instead of taking up the examination of their cultural constraints. I conclude with the implications of this discussion for early schooling in two aspects, including learning from multiple relationships and moving beyond surveillance and management.
Abstract
Drawing on Bruner’s (1996) notions of folk psychology and folk pedagogy, I discuss in this article how the two prevalent discourses of individualized education and independence reflecting middle-class European-American beliefs about individualism and the independent self are culturally constrained. I argue that early childhood teachers and teacher educators tend to take these discourses for granted instead of taking up the examination of their cultural constraints. I conclude with the implications of this discussion for early schooling in two aspects, including learning from multiple relationships and moving beyond surveillance and management.
참고문헌 (14)
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