Erken Çocukluk Eğitiminde Toplumsal Cinsiyet: Çocuk Failliği ve Riskli Öğretmenlik
DOI:
https://doi.org/10.33831/qr283656Anahtar Kelimeler:
Çocuk Failliği- Erken Çocukluk Eğitimi- Feminist Postyapısalcı Kuram- Queer Kuram- Riskli ÖğretmenlikÖz
Erken çocukluk eğitim kurumları, toplumsal cinsiyet normlarının üretildiği, yeniden müzakere edildiği ve kimi zaman dönüştürülebildiği önemli toplumsal alanlardır. Feminist postyapısalcı, postyapısalcı ve queer kuramsal yaklaşımlara dayanan bu kuramsal eleştirel derleme, İngilizce literatür çerçevesinde erken çocukluk eğitim ortamlarında toplumsal cinsiyet ilişkilerinin nasıl kurulduğunu analiz etmektedir. Çalışma, çocukları toplumsal cinsiyet normlarının pasif alıcıları olarak değil, oyun, mekân kullanımı, söylem ve akran etkileşimleri yoluyla bu normları aktif biçimde üreten ve dönüştürebilen özneler olarak ele almaktadır. Kadın/erkek ikiliğinin çocuklar tarafından nasıl pekiştirildiği, “cinsiyet rolünü doğru oynama”, “sınır çalışması” ve “kategori sürdürme” kavramları etrafında tartışılmaktadır. Bununla birlikte, çocukların normatif çerçevelerin ötesine geçerek alternatif konumlanmalar geliştirebildikleri de gösterilmektedir. Makale ayrıca öğretmenlerin biyolojik determinizme dayalı söylemlerini eleştirel bir biçimde analiz etmekte ve “riskli öğretmenlik” kavramı aracılığıyla erken çocukluk eğitiminde cinsiyetçi ve heteronormatif normların sorgulanma olanaklarını tartışmaktadır. Çalışma, toplumsal cinsiyetin erken çocukluk eğitiminde sabit değil; söylemsel, ilişkisel ve bağlamsal olarak kurulan dinamik bir süreç olduğunu ileri sürmektedir. Bu yönüyle çalışma, Türkiye'de erken çocukluk eğitiminde toplumsal cinsiyeti feminist postyapısalcı ve queer perspektiflerden ele alan mevcut çalışmaları değerlendirerek, bu kavramların Türkiye bağlamında nasıl derinleştirilebileceğine dair bir araştırma gündemi önermektedir.
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