Popular culture is often a site of contestation in preschool classrooms. A multi-sited ethnographic design revealed preschools employed varied strategies to limit popular culture. Teacher and children’s actions were considered through de Certeau’s (1984) concepts of tactics and strategies. Interviews and observations revealed children were well aware of rules limiting popular culture and agentivly engaged in tactical resistance in order to insert their voices into the preschool curriculum.
Allison Henward is an Assistant Professor of Early Childhood in the College of Education at University of Hawaii at Manoa. She earned her PhD from Arizona State University in Early Childhood Education with a focus on Anthropology and Education. She is a former preschools and elementary teacher who is interested in the meaning children make of popular culture and media in diverse sociocultural contexts. Her work has documented the cultural nature of preschools, with a particular focus on the media, popular culture, social class and power dynamics in the preschool classroom. She teaches undergraduate courses which focus on families and communities in early childhood education as well as doctoral courses on Qualitative Methods and Educational Anthropology.
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