Gender Diversity, Storytelling and Early Years Education

性别多样性、讲故事和早期教育

• 批准号: 2422384
• 金额: --
• 依托单位: Queen Mary University of London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2422384
• 关键词: Gender; Diversity; Storytelling; Early; Years

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.

这项研究项目回应了当代对性别不一致儿童被排斥和歧视的担忧。尽管持续的学术和活动家话语对单一的性别二元结构(德·波伏娃，1949；巴特勒，1990；Wittig，1992，Halberstam，2018)进行了竞争，但英国早期环境中的大多数讲故事实践仍然在继续执行这种做法。这可能会对不符合异性、二分类别的儿童产生极大的破坏性影响。LGBTQ+慈善机构Pace(2014)、Stonewall(2017)和Mermaids UK(2018)最近的研究表明，变性和性别不一致的儿童患抑郁症、自残和自杀的风险增加。所有报告都呼吁营造学习环境，以探索和支持儿童从小就具有不同的性别认同。然而，就目前而言，缺乏以实践为基础的工作，使专业人员能够做到这一点。这个基于实践的研究项目借鉴了批判性性别研究、应用和社会参与的戏剧和教育政策的跨学科理论，将开发一种新的应用讲故事实践模式，允许探索早期儿童和关键第一阶段儿童(3-7岁)的不同性别身份。这一新的应用实践将基于英国小学和社区背景下的实践研究结果。通过一系列讲故事讲习班、表演和与儿童的合作参与，该项目将产生一个新的故事剧目和探索性讲故事实践，使教师、艺术家和儿童能够以更流畅和微妙的方式探索性别问题。这些实践将与与儿童一起讲故事和艺术工作的批判性和理论性审查一起发展。它将确定并废除目前阻碍早年空间性别包容性的异性恋制度，并将为艺术家、教育工作者和从业者提供方法，以确保他们的做法更好地支持性别不一致的个人。该项目旨在为学术话语和艺术实践做出重大贡献。它将为儿童保育专业人员和艺术从业者提供目前无法获得的基本资源和方法。它还将促进一个研究不足的研究领域(应用讲故事)，并就艺术实践和对儿童的性别包容性提供亟需的学术论述。