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Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics

In this article, the author forwards the importance of mad autobiographical poetic writing to challenge and disrupt epistemic injustice within pre-service early childhood education and care. They explore their own mad autobiographical poetic writing as a queer, non-binary, mad early childhood educat...

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Detalles Bibliográficos
Autor principal: Davies, Adam WJ
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10312068/
https://www.ncbi.nlm.nih.gov/pubmed/37396031
http://dx.doi.org/10.1177/14639491231155555
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author Davies, Adam WJ
author_facet Davies, Adam WJ
author_sort Davies, Adam WJ
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description In this article, the author forwards the importance of mad autobiographical poetic writing to challenge and disrupt epistemic injustice within pre-service early childhood education and care. They explore their own mad autobiographical poetic writing as a queer, non-binary, mad early childhood educator and pre-service early childhood education and care faculty member, and argue that mad poetic writing can methodologically be used as a form of resistance to epistemic injustices and epistemological erasure in early childhood education and care. This article argues for the importance of autobiographical writing in early childhood education and care, and the necessity of centralizing early childhood educators’ subjectivities and histories when addressing – and transforming – issues of equity, inclusion and belonging in early childhood education and care. The personal and intimate mad autobiographical poetic writing of this article – written by the author – focuses on how personal experience with madness as it pertains to working within pre-service early childhood education and care can challenge norms that govern and regulate madness. Ultimately, the author argues that transformation in early childhood education and care can take place by reflecting on experiences of mental and emotional distress, and considering poetic writings as starting places for imagining new futurities and a plurality of educator voices and perspectives.
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spelling pubmed-103120682023-07-01 Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics Davies, Adam WJ Contemp Issues Early Child Special Issue Articles In this article, the author forwards the importance of mad autobiographical poetic writing to challenge and disrupt epistemic injustice within pre-service early childhood education and care. They explore their own mad autobiographical poetic writing as a queer, non-binary, mad early childhood educator and pre-service early childhood education and care faculty member, and argue that mad poetic writing can methodologically be used as a form of resistance to epistemic injustices and epistemological erasure in early childhood education and care. This article argues for the importance of autobiographical writing in early childhood education and care, and the necessity of centralizing early childhood educators’ subjectivities and histories when addressing – and transforming – issues of equity, inclusion and belonging in early childhood education and care. The personal and intimate mad autobiographical poetic writing of this article – written by the author – focuses on how personal experience with madness as it pertains to working within pre-service early childhood education and care can challenge norms that govern and regulate madness. Ultimately, the author argues that transformation in early childhood education and care can take place by reflecting on experiences of mental and emotional distress, and considering poetic writings as starting places for imagining new futurities and a plurality of educator voices and perspectives. SAGE Publications 2023-03-07 /pmc/articles/PMC10312068/ /pubmed/37396031 http://dx.doi.org/10.1177/14639491231155555 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
spellingShingle Special Issue Articles
Davies, Adam WJ
Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title_full Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title_fullStr Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title_full_unstemmed Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title_short Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics
title_sort maddening pre-service early childhood education and care through poetics: dismantling epistemic injustice through mad autobiographical poetics
topic Special Issue Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10312068/
https://www.ncbi.nlm.nih.gov/pubmed/37396031
http://dx.doi.org/10.1177/14639491231155555
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