Gender Diversity, Storytelling and Early Years Education

点击翻译按钮获取中文摘要

This research project responds to the contemporary concerns of the exclusion and discrimination of gender non-conforming children.Despite sustained academic and activist discourse contesting a singular gender binary (De Beauvoir, 1949; Butler, 1990; Wittig, 1992, Halberstam, 2018), most current storytelling practices in UK early years settings still continue to enforce one. This can have extremely damaging effects on children who do not conform to heteronormative, dichotomous categories. Recent studies by LGBTQ+ charities PACE (2014), Stonewall (2017) and Mermaids UK (2018) state that trans and gender non-conforming children are at an increased risk of depression, self-harm and suicide. All reports call for learning environments to explore, and support, diverse gender identities with children from an early age. As it currently stands however, there is a lack of practice-based work that enables professionals to do this.Drawing on interdisciplinary theory from critical gender studies, applied and socially engaged theatre and education policy, this practice-based research project will develop a new mode of applied storytelling practice that allows for the exploration of diverse gender identities with early years and key stage one children (3 - 7 years old).This new applied practice will be developed based on findings from practice-based research in both primary schools and community contexts in the UK. Through a series of storytelling workshops, performances and collaborative engagements with children, the project will generate a new repertoire of stories and explorative storytelling practices that will enable teachers, artists and children to explore gender in more fluid and nuanced ways.These practices will be developed alongside a critical and theoretical examination of storytelling and arts work with children. It will identify and dismantle the current heteronormative systems that prevent gender inclusivity in early years spaces and will offer artists, educators and practitioners ways to ensure that their practice better supports gender non-conforming individuals. The project aims to make a significant contribution to both academic discourse and arts practice. It will provide childcare professionals and artistic practitioners with essential resources and approaches that are not currently available. It will also contribute to an under-researched area of study (applied storytelling) and provide much needed academic discourse on arts practice and gender inclusivity with children.