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Explicit Pedagogy for Transforming Habitus: Early Childhood Teachers as Mediators of Affordances for Parents

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Abstract

Bourdieu’s thinking tool of habitus is helpful for understanding the relationship between the individual and the environment. Although habitus is often seen as something that an individual acquires in early life and is ‘stuck with’, there are opportunities to develop a secondary habitus. Explicit pedagogy is a key factor in assisting individuals to develop a secondary habitus and to recognise and utilise affordances within the environment. Using the example of a parent and her involvement at a kindergarten, this paper highlights the role of the teacher in providing explicit pedagogy to assist in the development of a secondary habitus. The paper outlines a framework of four levels of strength of affordance identified as necessary for the transformation of habitus and argues that explicit pedagogy is best provided in informal situations and through strong, respectful relationships between teachers and families.

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Notes

  1. Aotearoa is the name for New Zealand used by the indigenous peoples (Māori). It is often combined with the English name to acknowledge the significance of Māori and their language as indigenous.

  2. According to data from the 2013 census and New Zealand Deprivation Index.

  3. In Aotearoa New Zealand kindergartens are traditionally state funded, not-for-profit, sessional early childhood education for 3–5 year olds employing degree qualified teachers. The other main provision of early childhood education is private or not-for-profit full day education and care centres. Children can be enrolled and attend both an education and care centre and a kindergarten.

  4. Real names have been used at the request of the participants. A carefully managed process of checking draft manuscripts with participants for any potential negative consequences for participants or those affiliated with them was undertaken as part of the establishment with the participants, of the ethical principles and practices.

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  1. Te Whiringa, School of Educational Leadership and Policy, University of Waikato, Private Bag 3105, Hamilton, 3240, New Zealand

    Jeanette Clarkin-Phillips

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  1. Jeanette Clarkin-Phillips
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Correspondence to Jeanette Clarkin-Phillips.

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Clarkin-Phillips, J. Explicit Pedagogy for Transforming Habitus: Early Childhood Teachers as Mediators of Affordances for Parents. NZ J Educ Stud 53, 83–99 (2018). https://doi.org/10.1007/s40841-018-0104-9

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