‘They broke it again’: examining violence against girls in kindergarten

References

• Alanen, L. (1994). Gender and generation: Feminism and the ‘child question. In J. Qvortrup, M. Bardy, G. Sgritta, & H. Wintersberger (Eds.), Childhood matters: Social theory, practice and politics (pp. 27–42). Avebury.
   Google Scholar
• Ariès, P. (1962). Centuries of childhood. Jonathan Cape.
   Google Scholar
• Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831. https://doi.org/10.1086/345321
   Web of Science ®Google Scholar
• Bhana, D. (2003). Children are children: Gender doesn’t matter. Agenda: Empowering Women for Gender Equity, 17(56), 37–45. https://doi.org/10.1080/10130950.2003.9676019
   Google Scholar
• Bhana, D. (2009). “Boys will be boys”: What do early childhood teachers have to do with it? Educational Review, 61(3), 327–339. https://doi.org/10.1080/00131910903045963
   Web of Science ®Google Scholar
• Blaise, M. (2005). Playing it straight: Uncovering gender discourses in the early childhood classroom. Routledge Taylor & Francis Group.
   Google Scholar
• Blaise, M. (2013). Activating micropolitical practices in the early years: (Re)assembling bodies and participant observations. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (pp. 184–201). Edinburgh University Press.
   Google Scholar
• Blaise, M. (2014). Gender discourses and play. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE handbook of play and learning in early childhood (pp. 115–127). SAGE.
   Google Scholar
• Bryan, N. (2020). Shaking the bad boys: Troubling the criminalization of black boys’ childhood play, hegemonic white masculinity and femininity, and the school playground-to-prison pipeline. Race Ethnicity and Education, 23(5), 673–692. https://doi.org/10.1080/13613324.2018.1512483
   Web of Science ®Google Scholar
• Burman, E. (2017). Deconstructing developmental psychology. Routledge.
   Google Scholar
• Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. Peter Lang Publishing.
   Google Scholar
• Cannella, G. S., & Viruru, R. (2004). Childhood and postcolonization: Power, education, and contemporary practice. Routledge.
   Google Scholar
• Christensen, P. H. (2004). Children’s participation in ethnographic research: Issues of power and representation. Children & Society, 18(2), 165–176. https://doi.org/10.1002/chi.823
   Google Scholar
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
   Google Scholar
• Danby, S., & Baker, C. (1998). How to be masculine in the block area. Childhood-A Global Journal of Child Research, 5(2), 151–175. https://doi.org/10.1177/0907568298005002004
   Web of Science ®Google Scholar
• Davies, B. (1989). Frogs and snails and feminist tales: Preschool children and gender. Allen & Unwin.
   Google Scholar
• Davies, B. (2021). Entanglement in the world’s becoming and the doing of new materialist inquiry. Routledge.
   Google Scholar
• Deveau, J. L. (2009). Examining the institutional ethnographer’s toolkit. Socialist Studies/Études Socialistes, 4(2), 1–19. https://doi.org/10.18740/S4F60Z
   Google Scholar
• England, K. V. L. (1994). Getting personal: Reflexivity, positionality, and feminist research. The Professional Geographer, 46(1), 80–89. https://doi.org/10.1111/j.0033-0124.1994.00080.x
   Web of Science ®Google Scholar
• Epstein, D. (1995). Girls don’t do bricks’: Gender and sexuality in the primary classroom. In J. Siraj-Blatchford & I. Siraj-Blatchford (Eds.), Educating the whole child (pp. 56–69). Open University Press.
   Google Scholar
• Farmer, D. (2017). “You even write down our homework!”: Ethnography and creative visual methods in doing research along with children and young people. In X. Chen, R. Raby, & P. Albanese (Eds.), The sociology of child and youth studies in Canada (pp. 47–69). Canadian Scholar Press.
   Google Scholar
• Farmer, D., & Cepin, J. (2015). Creative visual methods in research with children and young people. In R. Evans & L. Holt (Eds.), Methodological approaches: Geographies of children and young people 2 (pp. 1–31). Springer Singapore.
   Google Scholar
• Francis, B. (1998). Power plays: Primary school children’s constructions of gender, power, and adult work. Trentham Books.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.
   Google Scholar
• Gabriel, N. (2014). Growing up beside you: A relational sociology of early childhood. History of the Human Sciences, 27(3), 116–135. https://doi.org/10.1177/0952695114539802
   Web of Science ®Google Scholar
• Grieshaber, S. (1998). Constructing the gendered infant. In N. Yelland (Ed.), Gender in early childhood (pp. 15–35). Routledge.
   Google Scholar
• Grieshaber, S., & McArdle, F. (2010). The trouble with play. McGraw-Hill Education.
   Google Scholar
• Harding, S. (2004). A socially relevant philosophy of science? Resources from standpoint theory’s controversiality. Hypatia, 19(1), 25–47. https://doi.org/10.1111/j.1527-2001.2004.tb01267.x
   Google Scholar
• Hewitt, K. (2001). Blocks as a tool for learning: Historical and contemporary perspectives. Young Children, 56(1), 6–13.
   Google Scholar
• Hooks, B. (1984). Feminist theory: From margin to center. South End Press.
   Google Scholar
• Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542. https://doi.org/10.1080/09518398.2010.500628
   Google Scholar
• Izumi-Taylor, S., Samuelsson, I. P., & Rogers, C. S. (2010). Perspectives of play in three nations: A comparative study in Japan, the United States, and Sweden. Early Childhood Research & Practice, 12(1), 1–2.
   Google Scholar
• Keenan, H., & Mess, L. M. H. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440–461. https://doi.org/10.1080/03626784.2020.1864621
   Web of Science ®Google Scholar
• Langford, R. (2010). Critiquing child-centred pedagogy to bring children and early childhood educators into the center of a democratic pedagogy. Contemporary Issues in Early Childhood, 11(1), 113–127. https://doi.org/10.2304/ciec.2010.11.1.113
   Google Scholar
• Leach, F. (2015). Researching gender violence in schools in poverty contexts: Conceptual and methodological challenges. In J. Parkes (Ed.), Gender violence in poverty contexts: The educational challenge (pp. 30–48). Routledge.
   Google Scholar
• Leach, F., & Mitchell, C. (2006). Situating the study of gender violence in and around schools. In F. Leach & C. Mitchell (Eds.), Combating gender violence in and around schools (pp. 3–12). Trentham Books.
   Google Scholar
• Liebschner, J. (1992). A child’s work: Freedom and play in Froebel’s educational theory and practice. Lutterworth Press.
   Google Scholar
• Lyttleton-Smith, J. (2019). Objects of conflict: (re) configuring early childhood experiences of gender in the preschool classroom. Gender and Education, 31(6), 655–672. https://doi.org/10.1080/09540253.2017.1332343
   Web of Science ®Google Scholar
• MacNaughton, G. (2000). Rethinking gender in early childhood education. Paul Champlain Publishing.
   Google Scholar
• MacNaughton, G. (2006). Constructing gender in early-years education. In C. Skelton, B. Francis, & L. Smulyan (Eds.), The SAGE handbook of gender and education (pp. 127–138). SAGE Publications.
   Google Scholar
• Martin, B. (2011). Children at play: Learning gender in the early years. Trentham Books.
   Google Scholar
• Mayall, B. (2002). Towards a sociology for childhood: Thinking from children’s lives. Open University Press.
   Google Scholar
• Mayeza, E. (2018). ‘It’s not right for boys to play with dolls’: Young children constructing and policing gender during ‘free play’ in a South African classroom. Discourse: Studies in the Cultural Politics of Education, 39(4), 590–602. https://doi.org/10.1080/01596306.2017.1290584
   Web of Science ®Google Scholar
• Mayeza, E., & Bhana, D. (2017). Addressing gender violence among children in the early years of schooling: Insights from teachers in a South African primary school. International Studies in Sociology of Education, 26(4), 408–425. https://doi.org/10.1080/09620214.2017.1319288
   Web of Science ®Google Scholar
• Mukherji, P., & Albon, D. (2010). Research methods in early childhood: An introductory guide. Sage.
   Google Scholar
• Ontario Ministry of Education. (2016). The kindergarten program. https://files.ontario.ca/books/kindergarten-program-en.pdf
   Google Scholar
• Osgood, J. (2014). Playing with gender: Making space for post-human childhood(s). In J. Moyles, J. Payler, & J. Georgeson (Eds.), Early years foundations: Critical issues (2nd ed. pp. 191–201). Open University Press.
   Google Scholar
• Osgood, J., & Robinson, K. H. (2017). Celebrating pioneering and contemporary feminist approaches to studying gender in early childhood. In K. Smith, K. Alexander, & S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice (pp. 35–47). Springer Singapore.
   Google Scholar
• O’Toole, L. L., Schiffman, J. R., & Sullivan, R. (2020). Conceptualizing gender violence. In L. L. O’Toole, J. R. Schiffman, & R. Sullivan (Eds.), Gender violence: Interdisciplinary perspectives (3rd ed. pp. pp. xi–xvi). NYU Press.
   Google Scholar
• Paechter, C. (2018). Rethinking the possibilities for hegemonic femininity: Exploring a Gramscian framework. Women’s Studies International Forum, 68, 121–128. https://doi.org/10.1016/j.wsif.2018.03.005
   Web of Science ®Google Scholar
• Pastel, E., Steele, K., Nicholson, J., Maurer, C., Hennock, J., Julian, J., Unger, T., & Flynn, N. (2019). Supporting gender diversity in early childhood classrooms: A practical guide. Jessica Kingsley Publishers.
   Google Scholar
• Prioletta, J. (2018). Unequal education in preschool: Gender at play. Girlhood Studies: An Interdisciplinary Journal, 11(2), 79–94. https://doi.org/10.3167/ghs.2018.110207
   Web of Science ®Google Scholar
• Prioletta, J. (2020). Unmasking the Institutionalization of gender-based violence in Ontario’s Kindergarten education program: The hidden effects of play-based learning [ Unpublished doctoral dissertation]. University of Toronto,
   Google Scholar
• Prioletta, J. (2022). Unearthing gender violence with/in the kindergarten play environment. Gender and Education, 34(8), 973–990. https://doi.org/10.1080/09540253.2022.2118441
   Web of Science ®Google Scholar
• Prioletta, J. (2023). Learning through play or learning sexism through play? Why critical gender literacy matters in kindergarten education. Early Years: An International Research Journal Advance online publication. 1–14. https://doi.org/10.1080/09575146.2023.2190053
   Google Scholar
• Prochner, L. (2011). ‘Their little wooden bricks’: A history of the material culture of kindergarten in the United States. Paedagogica historica, 47(3), 355–375. https://doi.org/10.1080/00309230.2010.513688
   Web of Science ®Google Scholar
• Robinson, K. H. (2013). Innocence, knowledge and the construction of childhood: The contradictory nature of sexuality and censorship in children’s contemporary lives. Routledge.
   Google Scholar
• Smith, D. E. (1987). The everyday world as problematic: A feminist sociology. Northeastern University Press.
   Google Scholar
• Thorne, B. (1993). Gender play: Girls and boys in school. Rutgers University Press.
   Google Scholar
• Timmons, K., & Airton, L. (2023). Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice. Contemporary Issues in Early Childhood, 24(1), 2–45. https://doi.org/10.1177/1463949120978526
   Google Scholar
• Walby, S. (1990). Theorizing patriarchy. Basil Blackwell.
   Google Scholar
• Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: The insertion of Piaget into early education. In J. Henriques, W. Hollway, C. Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the subject: Psychology, social regulation and subjectivity (pp. 153–202). Methuen.
   Google Scholar
• Walkerdine, V. (1985). On the regulation of speaking and silence: Subjectivity, class and gender in contemporary schooling. In C. Steedman, C. Uwin, & V. Walkerdine (Eds.), Language, gender and childhood (pp. 203–241). Taylor & Francis Group.
   Google Scholar
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender and Society, 1(2), 125–151. https://doi.org/10.1177/0891243287001002002
   Web of Science ®Google Scholar