<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use <xref ref-type="bibr" rid="j_jped-2018-0007_ref_027_w2aab3b7b7b1b6b1ab1ac27Aa">Massey’s (2005)</xref> concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.</p></abstract>

Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images, imaginations and ideas of distant places are part of these global flows and the everyday activities children perform in preschool. Research explores how through curricula young children are moulded into global and cosmopolitan citizens and how children make sense of distant places through globally circulating ideas, images and imaginations. How these ideas, images and imaginations form an unproblematised part of young children’s everyday preschool activities and identity formation has been much less explored, if at all. I use Massey’s (2005) concept of a ‘global sense of place’ in my analysis of ethnographic data collected in an Australian preschool to explore how children produce global qualities of preschool places and form and perform identities by relating to distant places. I pay special attention to how place, objects and children become entangled, and to the sensory aspects of their emplaced experiences, as distant spatialities embed in and as children’s bodies inhabit the preschool place. To conclude, I call for critical pedagogies to engage with children’s use of these constructions to draw similarities or contrast aspects of distant places and self, potentially reproducing global power relations by fixing representations of places and through uncritically enacting stereotypes.

Distant places in children’s everyday activities: Multiple worlds in an Australian preschool

Faculty of Education, Institute for Advanced Social Research

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Global flows and their geopolitical power relations powerfully shape the environments in which children lead their everyday lives. Children’s images,...

Distant places in children’s everyday activities: Multiple worlds in an Australian preschool

Publié en ligne: 31 juil. 2018

Pages: 133 - 153

DOI: https://doi.org/10.2478/jped-2018-0007

Mots clés
globalisation, early childhood education, cosmopolitanism, global sense of place, ethnography

© 2018 Zsuzsa Millei, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Distant places in children’s everyday activities: Multiple worlds in an Australian preschool

Publié en ligne: 31 juil. 2018

Pages: 133 - 153

DOI: https://doi.org/10.2478/jped-2018-0007

Mots clésglobalisation, early childhood education, cosmopolitanism, global sense of place, ethnography

© 2018 Zsuzsa Millei, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
globalisation, early childhood education, cosmopolitanism, global sense of place, ethnography