Young Children Demystifying and Remaking the University Through Critical Play

Item

Title

Young Children Demystifying and Remaking the University Through Critical Play

Abstract/Description

This article, part of a four-year research partnership with a multilingual faith community and its school, explores what happened when we invited young children in an aftercare program to inquire into the university from their perspectives. Through a sociocultural literacy framework and realist theories of identity and experience, we examine the children's organic forms of sense making through what we describe as critical play. The children took up our invitation to represent their inquiries into college by using humour and imagination to demystify the university and make it their own. We conclude with some specific recommendations for colleges and universities interested in supporting access to higher education, especially for those young children who may not have the economic means or the entitlement of institutional legacy as part of their social habitus.

Author/creator

Campano, Gerald

Ngo, Lan

Low, David E.

Bartow Jacobs, Katrina

Date

2016

In publication

Journal of Early Childhood Literacy

Volume

16

Issue

2

Pages

199-227

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

1468-7984

DOI

10.1177/1468798415577875

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Citation

Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875

Cited in

Community-Based Partnerships: Advancing Epistemic Rights through Improvement Research

Item sets

Open Access Resource (IRE)

Handbook Chapter 9 Citations

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