Yuwei Xu – författare

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South, including Brazil, China, Pakistan, South Africa, and Vietnam.

In this book, the contributors explore how gender, culture, religion, masculinity, sport, and conservative politics intersect to perpetuate and resist gendered and sexual norms. The book presents a range of possibilities for disrupting and challenging these norms within early childhood educational contexts. Grounded in colonial and postcolonial discourses, the book emphasises the entanglement of gender and sexuality in ECE with legacies of colonisation and surrounding social and cultural dynamics, highlighting our responsibility to address gender inequalities and injustices.

The book will appeal to researchers, faculty, and teacher educators with interests in gender and sexuality in education, international and comparative education, and early childhood education.

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South, including Brazil, China, Pakistan, South Africa, and Vietnam.

In this book, the contributors explore how gender, culture, religion, masculinity, sport, and conservative politics intersect to perpetuate and resist gendered and sexual norms. The book presents a range of possibilities for disrupting and challenging these norms within early childhood educational contexts. Grounded in colonial and postcolonial discourses, the book emphasises the entanglement of gender and sexuality in ECE with legacies of colonisation and surrounding social and cultural dynamics, highlighting our responsibility to address gender inequalities and injustices.

The book will appeal to researchers, faculty, and teacher educators with interests in gender and sexuality in education, international and comparative education, and early childhood education.

This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers. Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA present case studies based on early childhood education sites where both men and women work. Using the Mosaic approach, the book uses data collected through various methodologies, along with extensive observations and interviews with setting directors, teachers, and parents. The chapters highlight the children’s perspectives on their caregivers and teachers within their socio-cultural contexts. The authors also consider macro-level cultural contexts to enhance the micro-picture from the children’s evidence and demonstrate how children’s perspectives are influenced by various ecologies and cultural contexts, with intersectionality such as tradition, race, and religion playing important roles. The book ends with a cross-country analysis and recommendations for gender-sensitive pedagogies that consider local cultural gender sensibilities. This groundbreaking book will appeal to scholars and researchers in early childhood education, gender and sexuality in education, and diversity and equity in education.