Why aren't we there yet? A typology for evaluating resistant and counter-hegemonic practices. (December 2022)

• Record Type: Journal Article
• Authors: Wu, Bin; Oxworth, Catherine
• Other Names: Davies Adam guest-editor.; Karmiris Maria guest-editor.; Berman Rachel guest-editor.
• Is Part Of: Contemporary issues in early childhood. Volume 23:Number 4(2022)
• Page Start: 467
• Page End: 482
• Publication Date: 2022-12
• Subjects: decolonisation -- early childhood -- hegemony -- Indigenous knowledge -- initial teacher education -- neo-liberalism -- resistance; Child development -- Periodicals; Early childhood education -- Periodicals; Children -- Periodicals; Social work with children -- Periodicals; 305.231
• DOI: 10.1177/14639491221128290
• Languages: English
• ISSNs: 1463-9491

Abstract

Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.