Abstract
Popular culture is often a site of contestation in preschool classrooms. A multisited ethnographic design revealed preschools employed varied strategies to limit popular culture. Teacher and children's actions were considered through Michel de Certeau's (1984) concepts of tactics and strategies. Interviews and observations revealed children were well aware of rules limiting popular culture and agentively engaged in tactical resistance in order to insert their voices into the preschool curriculum.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 208-223 |
| Number of pages | 16 |
| Journal | Anthropology and Education Quarterly |
| Volume | 46 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 1 2015 |
All Science Journal Classification (ASJC) codes
- Education
- Anthropology
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