Researching with Children in the Early Childhood Classroom
This chapter describes the learning community, including the curriculum, the teacher, and the children, involved in this investigation of gender in an early childhood classroom. It considers the multiple qualitative methods used for collecting information about the everyday practices of the classroom and the role of a participant observer in the process. The ways in which feminist poststructuralism supports selfreflective research are addressed, including how critical discourse analysis can be used as a tool for seeing how broader forms of discourse and power are manifested in everyday texts (Gavey, 1997; Hicks, 1995-96; Luke, 1995; MacNaughton, 1998). Ways of interpreting classroom observations are explained, particularly how the heterosexual matrix was systematically located in this classroom.