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From balance to blasphemy : shifting metaphors for researching early childhood education

McArdle, Felicity A. & McWilliam, Erica L. (2005) From balance to blasphemy : shifting metaphors for researching early childhood education. International Journal of Qualitative Studies in Education, 18(3), pp. 323-336.

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Abstract

This paper seeks to make trouble for the metaphor of 'balance' in early childhood education research, drawing on the arguments of Gore (1993, 1997), Haraway (1991), and McWilliam (1999), and a study (McArdle, 2001) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble-making is to ask questions about the way that the imperative to 'balance' disallows the investigation of pedagogy as a more complex field of practice, one that is inevitably riddled with unresolved and unresolvable contradictions and tensions. To understand how it is possible to think structure as freedom, we are forced to refuse any neat distinction between what enables and what constrains (McWilliam, 1999). For Haraway (1991), inquiry is 'blasphemous' when it refuses to 'see' practices in terms of the possibility of resolution, focusing instead on the irony of their unresolvability.

Impact and interest:

11 citations in Scopus
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ID Code: 1044
Item Type: Journal Article
Keywords: early childhood education, arts education, HERN
DOI: 10.1080/09518390500082376
ISSN: 1366-5898
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2005 Taylor & Francis
Copyright Statement: First published in International Journal of Qualitative Studies in Education 18(3):pp. 323-336.
Deposited On: 30 Nov 2006
Last Modified: 27 Oct 2014 14:55

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