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• W4311185326 abstract "This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two maddening moments during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC." @default.
• W4311185326 created "2022-12-24" @default.
• W4311185326 creator A5037616763 @default.
• W4311185326 date "2022-10-20" @default.
• W4311185326 modified "2023-09-27" @default.
• W4311185326 title "Professional ruptures in pre-service ECEC: Maddening early childhood education and care" @default.
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• W4311185326 doi "https://doi.org/10.1080/03626784.2022.2149027" @default.
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