Early Years Learning Framework or EYLF encourages educators to rely on a range of learning theories to inform their practice. Let me introduce one of the key EYLF theories – Poststructuralism or poststructuralist theory.
Poststructuralist theorists analyse the power relationships between discourses that result in some people’s ways of being and doing becoming regarded as ‘normal’ and others regarded as a ‘problem’.
According to the EYLF V2.0 : “. Different theories, world views and knowledges
inform early childhood approaches and practices to promote children’s learning, development and wellbeing. Educators draw upon a range of perspectives in their work which may include: feminist and post-structuralist theories that offer insights into issues of power, equity and social justice in early childhood settings (p.13).
Key Theorists
Feminist poststructuralists, such as Davies (1989/2003, 1993), focus on gender and the ways in which identities are shaped and limited by our understandings of being male and female. Other key theorists include Bourdieu, whose ideas on habitus and social fields are central to understanding how gender is constructed and performed (McNay, 2003). Some other theorists include Michael Foucault, Gaile Canella; Glenda MacNaughton.
Key Ideas
Poststructuralism argues that everyone has multiple identities. These identities are socioculturally constructed, they are shifting, and multifaceted (Dahlberg et al., 2013). Individuals are members of multiple and overlapping communities and negotiate their identities across different contexts. Gender, class, ethnicity, religion, race, and family education levels intersect to build cultural identities. These identities are not fixed but are actively constructed and reconstructed through discourse and practice (Carr & Lee, 2012).
The Teacher’s Role
Teachers play a crucial role in recognising and challenging the power dynamics that privilege certain identities and marginalise others. They must critically reflect on their practices and the discourses they perpetuate in the classroom. Educators are encouraged to create inclusive environments that respect and value diverse identities and experiences.
The Image of the Child
In poststructuralist theory, children are active agents who construct their identities through interaction with their sociocultural context. They are not passive recipients of social norms but are capable of critically engaging with and challenging these norms. Children use their agency to navigate and potentially transform the discursive practices that shape their lives (Thorne, 1993).
The View of Learning
According to postructuralist theorists, learning is complex, dynamic process that is deeply embedded in sociocultural contexts. It involves the active construction of knowledge and identity through interaction with others and the environment. This perspective challenges traditional views of learning as the transmission of fixed bodies of knowledge and instead emphasises the fluid and contextual nature of learning (Blaise, 2005; Davies, 1989/2003; Robinson & Jones Díaz, 2016).
What Does Assessment Look Like?
Definitely not like a developmental checklist. Assessment from a poststructuralist perspective is formative and ongoing, focusing on understanding and supporting each child’s unique learning journey. It involves critical reflection on the part of educators to identify and address power imbalances and to ensure that assessment practices are inclusive and equitable. Traditional standardised testing may reinforce dominant discourses and marginalising diverse learners and postructuralist theory is against it. It celebrates neurodiversity, it is focusing on social justice and questioning the gender, race relevant topics/ discourses.
Criticism
Critiques criticise poststructuralist theory for its complex language and abstract concepts, which can be challenging to translate into practical applications. Some argue that its focus on deconstruction can lead to relativism and a lack of clear guidelines for action. In other words, does this really really offers us any concrete tools or instruments to set up curriculum and promote learning. I think it does. Additionally, the emphasis on discourse and power may overlook material and structural factors that also shape experiences and identities (Giroux, 2015; Sims & Waniganayake, 2015).
Applications for Early Childhood Education and Care
In early childhood education and care, poststructuralist theory encourages educators to be reflective, to challenge taken for granted practice, to think.
- To embed postructuralism, reflect critically on your own beliefs and practices and the ways these may perpetuate power imbalances. Who benefits from morning tea or lining up done this way? Who is disadvantaged?
- Create inclusive and equitable learning environments that respect and value diversity. Look at your room and learning spaces – are they inclusive, really?
- Support children in actively constructing their identities and understanding their world. Who am I ? Who can I be in this world?
- Engage with families and communities to understand and support the diverse backgrounds and experiences of children. Celebrate diverstity and difference!
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Similar article https://storykate.com.au/reconceptualist-theories-rethinking-early-childhood-education/
