With institutional review board permission, this study examines the pedagogic discourse of four Reggio Emilia inspired preschool teachers in the Rocky Mountain Region and introduces the concept of pedagogic discourse to early childhood education, ages infant through five. Several in-depth interviews and classroom observations serve as the primary data. In-depth interviews establish the context of Reggio Emilia inspired pedagogic discourse while classroom observations provide an emic view of the teacher participants pedagogic practice. A diffractive methodology reveals not only traditional features of pedagogic discourse, but also the complex construction of a diffractive pedagogic discourse. Embedded within the emerging specialized pedagogic discourse are aspects of care, respect, and the exchange of power and knowledge. Pedagogic discourse in this setting is not dichotomous or fixed as Bernstein (2000) suggests, but instead is an entangled, on-going, philosophically situated production (Davies, 2014; Deleuze, 1988; Lenz Taguchi, 2010). This research provides an alternative space for early childhood professionals to think through the complex onto-epistemological nature of their pedagogic practices as it is important to better understand theory and praxis in the ever-diverse 21st century early childhood education community.
|Advisor:||Madrid Akpovo, Samara, Buchanan, Michelle|
|Commitee:||Buss, Alan, Carnes-Holt, Kara, Spiker, Amy|
|School:||University of Wyoming|
|Department:||Curriculum & Instruction|
|School Location:||United States -- Wyoming|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Early childhood education|
|Keywords:||Diffractive analysis, Pedagogic discourse, Reggio emilia|
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