Date of Award:
5-2013
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Education
Committee Chair(s)
Martha Whitaker
Committee
Martha Whitaker
Committee
Martha Dever
Committee
James Barta
Committee
Sylvia Read
Committee
Lisa Boyce
Abstract
The purpose of this study was to explore the influences that promoted and restricted three women early childhood educators' inclusion of open-ended outdoor learning in a Head Start center. With the recorded history of human's impact on nature, along with the majority of women in the early childhood workforce, I chose a theory, ecofeminism, that looked at both the domination of women and nature in the early childhood setting.
The methods included participant interviews, observations, and a study of the site's documents. Four themes were identified as promoting or restricting open-ended outdoor learning. These themes included: (a) participant's attitudes, (b) Head Start program requirements, (c) classroom and playground context, and (d) student behavior. Numerous codes were also identified within each theme.
Through the use of the ecofeminist lens, a view of the power relationships were identified (a) teachers and the Head Start program and (b) teachers and their students. These relationships were found to support the "logic of domination," which described the justification of power of one group over another. These structures have historically been identified as patriarchal, ruled by men, and were present at the research site. Children's culture and nature's intrinsic values were considered less valuable than adults' expectations for school readiness.
This research provides a view of an ecofeminist perspective, which has limited data from previous studies. Further work in this field would aid in the understanding of the power structures in early childhood and its impact on outdoor learning environments.
Checksum
079bd907fbd3ccea2a1c9cac7b3bf6b4
Recommended Citation
Mackiewicz, Anne K., "An Ecofeminist Perspective on the Influences That Promote and Restrict Three Early Childhood Educators' Inclusion of Open-Ended Outdoor Learning" (2013). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 1946.
https://digitalcommons.usu.edu/etd/1946
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