The discursive and the material in early childhood play: co-constitution of gender in open and subversive spaces

ABSTRACT

This paper describes research exploring discursive constructions of gender and discursive/material intra-actions in two PreK classrooms in the United States, specifically through documentation of children’s play. Using a feminist poststructuralist lens, the research illustrates ways in which children are subjected through performative iterations of heterosexual gender norms. Extending these insights, we consider the effect of non-human agentic matter, such as spaces and objects in intra-action with children in constituting gender and identity. The research shows how children’s performances of gender, and especially their enactments of the heterosexual matrix, were often in relation to the material play items and the adult-deemed acceptable discursive topics for four-year-olds. The heterosexual matrix was both (re)inscribed and resisted in relationality to open and subversive spaces as children brought ‘difficult knowledge’ into their play. It is proposed that gender fluidity be supported in open and subversive spaces and that gender binaries can be challenged and renarrativized to incite more gender fluid knowings and becomings in early childhood education and care.

KEYWORDS:

• Gender
• early childhood
• embodiment
• poststructural theory
• posthumanism
• material feminism

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The research shared in this paper was mainly focused on children’s engagements in play. I refer to the engagements as play to align with the verbiage teachers used regarding the activities observed. In theorizing the notion of play, however, I acknowledge it as a construct that privileges Western and middle-class cultures (Cannella and Viruru 2004).

Additional information

Notes on contributors

Annabelle Black Delfin

Annabelle Black Delfin is an Education Consultant at University of New Mexico’s Center for Development and Disability. Additionally, she serves as an adjunct instructor for New Mexico State University and Western New Mexico University. Dr. Black Delfin’s research interests include feminist poststructuralism and critical theories as applied to early childhood, with specific attention to constructions of identity and gender. Dr. Black Delfin is also involved in research projects involving teacher preparation, autism and most recently, symbolic representation in early childhood.