Becoming, Being, and Unbecoming Early Childhood Educator: Male Existence in the Lives of Young Children

• In Event: Male Teachers as Cultural Workers in the Lives of Children, Families, and Communities

Abstract

Rationale: This research is phenomenological seeking the meaning of one male educator’s experiences in the lives of young children over time. The experiences captured in this research involve construction, deconstruction and possible reconstruction of a male educator’s own educator identity (Edwards, Gandini, Forman, 1998; Rinaldi, 2006). The learning and crisis moments in these experiences profoundly influence his pathways and life decisions, which lead to a precipice where questions emerge about what it means to continue in education. This research shows that nostalgic early learning, gender stereo-typing crisis-moments and tenure-related stress led this educator to “stretch toward the more” (Booth, 1997)—a place where the human being can create understanding and compassion for life itself and others in it.

Purpose and Content: A presentation of my phenomenological work capturing the meaning of a male educator’s experience in an early childhood education over the years. What happens when a researcher looks back to make meaning of his own life-as-educator experiences so as to uncover nostalgic learning in the early years, gender-bias in the middle and tenure-related stresses more recently? Sometimes a reexamination of the meaning of our existence, marking-points in our learning, and recognizing life at the edge brings about a resurrection and possible reconstruction of ways we can see, act, and live as educator. Our cycle (from becoming, to being and unbecoming) back to becoming can give us great optimism to really know that we must just keep on living; that life and learning are for living!

Session Format: PowerPoint session—I will share vignettes of becoming, being and unbecoming educator in early education from an auto-biographical narrative centered on men in the lives of young children. Excerpts from my paper (possibly in readers-theatre format with audience participants) will influence the meaning of optimism for living and learning with children as a male educator. The audience will participate in a brief discussion around essential questions designed to provoke the participants into their meaning of life as educators.

References:
Booth, L. (1997).
Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach-Advanced reflections (2nd ed.).Greenwich, CT: Ablex.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge.

Author

• Will Parnell, Portland State University