Unpacking the normalcy of home among early childhood pre-service teachers in the United States
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This study aims to unpack the normalized concept of home held by pre-service teachers in an early childhood education program at a university located in an urban area of the Midwestern United States. Home has long been considered an important social unit, and it is also a critical concept that is deeply embedded in the early childhood education curriculum. Employing Foucault’s notion of governmentality, this study focused on how the notion of home operates at different levels ranging from the legal definition of home down to the discourse of individual pre-service teachers. This study investigated how the discourses of home and home-lessness that pre-service teachers in an early childhood education program brought into class were problematized and were transformed over time. The study finds the initial notions of home and home-lessness held by them were stigmatized and that they were able to start to problematize the normalized societal discourses of home and home-lessness. This paper discusses how early childhood teachers and teacher educators can rethink the normalcy of home.
Abstract
This study aims to unpack the normalized concept of home held by pre-service teachers in an early childhood education program at a university located in an urban area of the Midwestern United States. Home has long been considered an important social unit, and it is also a critical concept that is deeply embedded in the early childhood education curriculum. Employing Foucault’s notion of governmentality, this study focused on how the notion of home operates at different levels ranging from the legal definition of home down to the discourse of individual pre-service teachers. This study investigated how the discourses of home and home-lessness that pre-service teachers in an early childhood education program brought into class were problematized and were transformed over time. The study finds the initial notions of home and home-lessness held by them were stigmatized and that they were able to start to problematize the normalized societal discourses of home and home-lessness. This paper discusses how early childhood teachers and teacher educators can rethink the normalcy of home.
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