How is childhood power and powerlessness expressed in the outdoor preschool classroom? A narrative ethnographic exploration
This dissertation seeks to deconstruct the complex social and cultural understandings of a classroom of two- and-a half through five-year-old preschool children and what it means to be powerful and powerless in their outdoor classroom. Based on constructivist and critical theoretical foundations, and using traditional ethnographic methods of inquiry coupled with the narrative approach to storytelling, the questions around what it means to wield power, be powerful with others, and what the role of powerlessness is in their lives in the outdoor classroom are explored. Through the children experiences ...
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