“Miss, our clothes are clean:” contesting liminality in Lebanese kindergarten classrooms

Author:

Abu El-Haj Thea Renda1ORCID,Chatila Samira2

Affiliation:

1. Education , Barnard College, Columbia University , New York , USA

2. Department of Organizational Leadership , Policy and Development , College of Education and Human Development , University of Minnesota, Twin Cities , Minneapolis , USA

Abstract

Abstract Across the world, optimistic educational policy discourses promote early childhood education as a key strategy for combating poverty and for building bright futures for the most vulnerable members of society. Viewed from the ground up, this picture of early childhood education as a path to bright futures for all children is often belied by political and economic entrenchments. This article draws on a four-year ethnographic study of multiple classrooms in one Lebanese public kindergarten school that serves the most vulnerable children in Lebanon – Lebanese, Syrian, and Palestinian children who face daily the insecurities of poverty, displacement, and political violence. Drawing on anthropological theory that illustrates how social identities forged at the level of historical timescales are constructed and contested at the microlevel of everyday life, we pay particular attention to spatio-temporal liminal contexts within which children renounce productions of their own, their peers’, and their families’ marginality.

Funder

Rutgers University, Gaia Center's International Research Collaborative Grantab

Publisher

Walter de Gruyter GmbH

Subject

Linguistics and Language,Language and Linguistics

Reference46 articles.

1. Abu El-Haj, Thea Renda. Against Implications: ethnographic witnessing as research stance in the Lebanese conflict zone. Comparative Education Review, in press.

2. Abu El-Haj, Thea Renda. 2015. Unsettled belonging: educating Palestinian American youth after 9/11. Chicago: University of Chicago Press.

3. Abu El-Haj, Thea Renda, Garene Kaloustian, Sally Wesley Bonet & Samira Chatila. 2018. Fifi the punishing cat and other civic lessons from a Lebanese public kindergarten. Journal of Education in Emergencies 4(1). 13–44.

4. Adair, Jennifer Keys & Kiyomi Sánchez-Suzuki Colegrove. 2021. Segregation by experience: agency, racism, and learning in the early grades. Chicago: University of Chicago Press.

5. Adair, Jennifer Keys, Louise Phillips, Jenny Ritchie & Shubhi Sachdeva. 2016. Civic action and play: examples from Maori, Aboriginal Australian and Latino communities. Early Child Development and Care 187(5–6). 798–811. https://doi.org/10.1080/03004430.2016.1237049.

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