Original Research Note
Quiñones, G. (2012). Cultural-historical borderlands: Common grounds, limits and building bridges in an early childhood community. NZ Research in Early Childhood Education Journal, 15, 160 - 175. http://www.childforum.com/research/2012-nzrece-journal-articles/895-cultural-historical-borderlands-early-childhood-community.html
Cultural-Historical Borderlands: Common Grounds, Limits and Building Bridges in an Early Childhood Community
Monash University, Australia
This paper discusses how early childhood education may be understood and experienced as a cultural-historical borderland, where mental borders and limits are made by people. Drawing on border theory and cultural-historical theory, different perspectives are considered in the study reported here on understanding the challenges and hopes that a community in a village of El Cañon in the state of Nuevo Leon, Mexico had in relation to early childhood education. The findings show how within a group of mothers borders were created. There were mothers who valued and created ‘common grounds’ through supporting early childhood services and there were other mothers who created ‘limits’ to early childhood services by not supporting the male teacher. Hedegaard's (2008) model of learning and development through participation in institutionalised practice was used to analyse differences in perspectives. Digital video observations (Fleer, 2008) and their narratives (Fleer, 2010) were analysed to show how ‘crossing borders’ might bring ‘common ground’ and ‘limits’ to early childhood education. This paper reports and discusses the ‘conflict’, ‘limits’ and ‘borders’ that the community experienced.
Key words: Culture, community, relationships, male teacher
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