'This may not be represented in the curriculum documents’, an analysis of early childhood education curriculum from Ontario college programs.
thesisposted on 24.05.2021, 10:10 by Daniel Gosson
This study examines the way in which Early Childhood Educators trained in Ontario college programs are prepared to work with queer populations upon entering the field. This study used post-structuralist, queer feminist, and critical disability theoretical frameworks while analysing the data. A content analysis, informed by critical discourse analysis, was used to assess program documents. Course descriptions from ECE program websites were collected, as well as a total of 33 course outlines from 11 different Ontario college ECE programs, and 9 textbooks identified through the course outlines. Queer content was found to be absent from all but 5 course outlines and 4 textbooks. The need to have queer issues included formally in Ontario ECE curriculum, the othering of queer populations, and the erasure of queer identities are discussed. Key