Young Children Demystifying and Remaking the University Through Critical Play
Item
Title
Young Children Demystifying and Remaking the University Through Critical Play
Abstract/Description
This article, part of a four-year research partnership with a multilingual faith community and its school, explores what happened when we invited young children in an aftercare program to inquire into the university from their perspectives. Through a sociocultural literacy framework and realist theories of identity and experience, we examine the children's organic forms of sense making through what we describe as critical play. The children took up our invitation to represent their inquiries into college by using humour and imagination to demystify the university and make it their own. We conclude with some specific recommendations for colleges and universities interested in supporting access to higher education, especially for those young children who may not have the economic means or the entitlement of institutional legacy as part of their social habitus.
Author/creator
Date
In publication
Volume
16
Issue
2
Pages
199-227
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1468-7984
Citation
Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
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