Reflexivity as a ground-clearing activity within the context of early years' pedagogy

Jones, Liz (2010) Reflexivity as a ground-clearing activity within the context of early years' pedagogy. Qualitative Inquiry, 16 (5). pp. 342-348. ISSN 1552-7565

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Abstract

The article concerns itself with the struggles that are prompted by the question, “What is my position as a teacher who whilst wanting to pursue emancipatory practices nevertheless is fearful of finding herself supporting and perpetuating normalizing structures?” An extract drawn from a journal entry serves as a base on which a series of reflexive readings are rehearsed. These have spanned over a period of time (2000-2009) and, as a consequence, convey the theoretical vantage points that have been used to create conceptual openings where there are possibilities for thinking “differently.” Both practices of deconstruction (Derrida) and anthropological work on purification rites (Douglas and Kristeva) are used to shift the means with which the author makes sense. Overall, the article depicts an individual’s attempts at creating a becoming space, where thinking and doing may be a little less bounded.