國立虎尾科技大學 |

Children Have Big Stories : = an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Children Have Big Stories :/
其他題名:	an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
作者:	Holmes, Catherine.
面頁冊數:	1 online resource (362 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Native peoples. -
電子資源:	click for full text (PQDT)
ISBN:	9798380486231

Children Have Big Stories : = an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
Holmes, Catherine.

Children Have Big Stories :an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices. - 1 online resource (362 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Australian National University (Australia), 2023.

Includes bibliographical references

This thesis explores children's practices in three remote Australian First Nations communities in the desert region of Western Australia. Based on ethnographic research with 30 Ngaanyatjarra and Pintupi children aged 0-6 years old and their caregivers, contemporary childhood is examined across a variety of contexts. The overall purpose of this study is to contribute to the understanding of children's practices in this environment.Contemporary child-related policy discourses in this context overemphasise deficit and mainstreaming. Anthropological accounts rarely focus on children's lives prior to school or child-and-family practices. Mediascapes perpetuate stereotypes with representations of 'traditional' practices that exotify and fail to engage with the complexity of contemporary young children's lives. There is a current paucity of serious engagement with the early years of Ngaanyatjarra and Pintupi children's lives prior to schooling. To address these concerns, the following questions are investigated: what are the key practices in Ngaanyatjarra or Pintupi children's daily lives; what does it mean to be a Ngaanyatjarra or Pintupi child today; and what are the implications for early childhood education in First Nations communities?Methodologically, the fieldwork was approached using Constructivist Grounded Theory and, to conceptualise the data, complemented with Practice Theory. These two frames allowed the study to explore how 'mainstream' child-related practices have been inserted into or discarded in everyday life. Data were drawn from participant observations, interviews, and visual materials.The findings highlight that desert children are navigating a world with multiple intersecting layers of complexity. Yet, despite myriad external forces, societal sociocultural values remain central to their practices. What is revealed in this investigation is a nuanced understanding of contemporary childhoods in remote regions, to guide the transition from home to school. The thesis provides potential insights to inform early childhood educators and caregivers of the need to be more aware of the context of children's everyday lives and the relevance of current service models for children living in remote First Nations communities by signalling the priorities and worldviews of Ngaanyatjarra and Pintupi communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380486231Subjects--Topical Terms:

1465279
Native peoples.
Index Terms--Genre/Form:

554714
Electronic books.

Children Have Big Stories : = an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
LDR:03736ntm a22003857 4500 001 1145596
005 20240626052110.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380486231
035 $a (MiAaPQ)AAI30615724
035 $a (MiAaPQ)AustNatlU1885292222
035 $a AAI30615724
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Holmes, Catherine. $3 1470766
245 1 0 $a Children Have Big Stories : $b an Ethnographic Multi-Sited Study of Contemporary Ngaanyatjarra and Pintupi Early Years Practices.
264 0 $c 2023
300 $a 1 online resource (362 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Kral, Inge.
502 $a Thesis (Ph.D.)--The Australian National University (Australia), 2023.
504 $a Includes bibliographical references
520 $a This thesis explores children's practices in three remote Australian First Nations communities in the desert region of Western Australia. Based on ethnographic research with 30 Ngaanyatjarra and Pintupi children aged 0-6 years old and their caregivers, contemporary childhood is examined across a variety of contexts. The overall purpose of this study is to contribute to the understanding of children's practices in this environment.Contemporary child-related policy discourses in this context overemphasise deficit and mainstreaming. Anthropological accounts rarely focus on children's lives prior to school or child-and-family practices. Mediascapes perpetuate stereotypes with representations of 'traditional' practices that exotify and fail to engage with the complexity of contemporary young children's lives. There is a current paucity of serious engagement with the early years of Ngaanyatjarra and Pintupi children's lives prior to schooling. To address these concerns, the following questions are investigated: what are the key practices in Ngaanyatjarra or Pintupi children's daily lives; what does it mean to be a Ngaanyatjarra or Pintupi child today; and what are the implications for early childhood education in First Nations communities?Methodologically, the fieldwork was approached using Constructivist Grounded Theory and, to conceptualise the data, complemented with Practice Theory. These two frames allowed the study to explore how 'mainstream' child-related practices have been inserted into or discarded in everyday life. Data were drawn from participant observations, interviews, and visual materials.The findings highlight that desert children are navigating a world with multiple intersecting layers of complexity. Yet, despite myriad external forces, societal sociocultural values remain central to their practices. What is revealed in this investigation is a nuanced understanding of contemporary childhoods in remote regions, to guide the transition from home to school. The thesis provides potential insights to inform early childhood educators and caregivers of the need to be more aware of the context of children's everyday lives and the relevance of current service models for children living in remote First Nations communities by signalling the priorities and worldviews of Ngaanyatjarra and Pintupi communities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Native peoples. $3 1465279
650 4 $a Ethnography. $3 1112077
650 4 $a Early childhood education. $3 557157
650 4 $a Households. $3 892657
650 4 $a Cultural anthropology. $3 1179959
650 4 $a Education. $3 555912
650 4 $a Native studies. $3 1464791
650 4 $a Sociology. $3 551705
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0326
690 $a 0515
690 $a 0741
690 $a 0629
690 $a 0626
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Australian National University (Australia). $3 1186624
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30615724 $z click for full text (PQDT)