Abstract

This article engages in an autoethnographic analysis to offer an argument for the importance of bringing mad studies to pre-service early childhood education and care (ECEC) programs. Through both analysing reflections on two "maddening moments" during pre-service teaching as a mad-identified pre-service ECEC educator and discussing relevant mad studies literature, I aim to forward an argument for the criticality of maddening pre-service ECEC programs and pedagogies. I argue that mad studies can provide ruptures to normativities ingrained in the developmentalist curricula and pedagogies in pre-service ECEC post-secondary programs and offer new ways of thinking of children, educators, and ECEC outside of developmental and normative tropes of early childhood educators (ECEs). As such, I examine how a maddening pedagogy in pre-service ECEC can bring affect into the classroom and disrupt how sanism functions through the knowledges and normativities prioritized within pre-service ECEC.

摘要

本文进行了一项自我民族志分析，以论证将疯狂研究引入职前幼儿教育和护理 (ECEC) 计划的重要性。通过分析作为疯狂识别的职前 ECEC 教育者在职前教学期间的两个“令人发狂的时刻”的反思，并讨论相关的疯狂研究文献，我旨在就令人发狂的职前 ECEC 计划和教学法的重要性提出一个论点. 我认为，疯狂的研究可以打破发展主义课程中根深蒂固的规范和职前 ECEC 中学后课程的教学法，并在幼儿教育工作者的发展和规范比喻之外为儿童、教育工作者和 ECEC 提供新的思维方式（欧洲经委会）。像这样，