by Kate McAnelly
About me
A few random
facts...I'm a genuine April Fool, having been born at 4.45am on April Fool's
Day. I was sick all over my new teacher's shoes on my first day of primary
school because I was so excited to finally be there. I passed Bursary French,
German, Classics and Art History in high school but not Bursary English (ironic
given what's coming next). I have a Diploma in Journalism I've never used for
its intended purpose. I got married when I was 21, the same as my Mum and both
my grandmothers. I hate peas and turnips. I once broke both my little toes in
the space of half an hour. I've not (yet) been overseas.
The focus of my
research
My dissertation is
entitled 'Achieving citizenship for all: How do people in a kindergarten
support the active participation of a child with a disability and their
family?'. From the beginning of this journey, I wanted to have an early
childhood focus given that's where my experience as a teacher lies. What I was
wanting to investigate was the ways in which all members of an early childhood
community of learners (children, teachers, parents and families) support the
active participation of a disabled child and their family. It's an ethnographic
single site case study. I chose a kindergarten simply because I'm a
kindergarten teacher myself, and I was familiar with spaces that had the best
inclusive practice I was wanting to evidence. Active participation as I'm
positioning it in my dissertation isn't about my focus child being on the roll
or being physically present at the kindergarten, but disengaged from what goes
on there. It's about the ways in which they are supported to equitably
contribute and have a say about the things that happen at the kindergarten.
This is an important contributing factor in the maintenance of an inclusive
teaching and learning environment where all its members are able to practice
citizenship.
What inspired me to
look at my topic
My dissertation had
its beginnings in my personal experience as a Mum. My son (now 10) was
diagnosed with autism when he was 3. We endured some pretty painful times
navigating his ECE years together. The attitudinal barriers that he experienced
on every level at his centre were horrendous. They were initially what drove me
(at the advanced age of 29) to go to college and do my undergraduate teaching
degree – I saw a space for myself to be that teacher for children like my son
that my son didn't have. I could draw on my personal experience to inform my
professional practice, and so it has turned out. The thought of doing related
research one day was always in the back of my mind as I completed my degree and
then my Postgraduate Diploma in Teaching.
So earlier this year, when I met with
my supervisor for the first time, the main thrust of what I was wanting to
achieve with my dissertation was just sitting there, waiting to be teased out.
There were far too many disabled children and their families being failed in
early childhood. I knew this well as we were part
of that number once. It's never been my intention to take away from the
seriousness of that. I think we can all acknowledge that's definitely not OK.
But I was wanting to write a 'good news story', to celebrate an early childhood
setting doing amazing things with inclusive practice. These spaces do exist and
we should be shouting about them from the rooftops! My supervisor agreed and
here I am 6 months later, having just completed data collection and thinking
about what data analysis is going to involve.
Aspect of research
I'd like to share
My participation
framework Huakina Mai (Mackey & Lockie, 2012) draws much of its
inspiration from the works of British early childhood education researcher
Peter Moss, who in turn draws much of his inspiration from the works of
Loris Malaguzzi and Reggio Emilia philosophy. The kindergarten in which I
conducted my research also subscribes heavily to Reggio Emilia philosophy, so
there were naturally a number of parallels in how we were conceptualising
participants within the kindergarten setting. One of these which I think is
especially powerful is Malaguzzi's image of the child - an active subject, a
multi-lingual creator of knowledge and identity from birth, connected in
relations of interdependency with other children and adults, a citizen with
rights, rich in potential, a human being not human becoming, “very
intelligent..strong and beautiful (with) ambitious desires and requests...(who)
deserve recognition of their rights and of their strengths” (Malaguzzi, 1994).
Disabled children are not apart from this image – they are accorded the same
rights, support, respect and dignity as any other child would be. This speaks
strongly to how inclusive practice and citizenship are enacted within such a
space.
Words of wisdom
I'm still very much
a junior on this journey (with a few years ahead of me yet as I am hoping to go
on and complete a doctorate once I finish my Masters), but there are a few key
things I've learned thus far that I try and put into practice – easier said
than done sometimes! One is to get enough sleep. It's all too easy to get into
a routine (especially when small children are part of the mix) of getting up
before dawn and working away feverishly until close to midnight or beyond. I've
been there, and you can only sustain the pace for so long before you crash and
burn. Which leads me to my next point...try and ease off on your dependence on caffeinated beverages to help
keep you going! It only works for a bit before it becomes ineffective, and then
you're left with the agony of caffeine and sugar withdrawal as well as the
agony you inflict on your family (and friends) on account of your ranting,
raving behaviour. Been there, done that too.
Make sure you make time for your
family and friends if they can stand to be in the same room as you incessantly
blather about your research, as it's probably likely that if you're anything
like me, you're pretty excitable and your research has overtaken your life.
Life does exist outside The Dissertation/The Thesis, although it's hard
to appreciate that at times. We need downtime on our own or with our nearest
and dearest just as much, if not more so, than the average person. We can't let
them forget who we are, and losing ourselves in amongst our research just isn't
worth it. The need to be organised goes without saying really.
Reach out for
help if you're stuck,
there's no better person to understand how you might be feeling than someone
who is travelling or has travelled the same road as you. Cultivate a warm, respectful, responsive relationship with your
supervisor/s. And remember to have fun in amongst all the seriousness, because
in amongst the battles where you strongly question your sanity for pursuing
postgrad, you also find joy and hope, and you're re-reminded of why you're doing
what you're doing. Kia kaha!
Words of wisdom
In the second year of my PhD when I was a little disillusioned with the approach I was taking. I began searching for alternative ways to compliment my original design. I ultimately found Poetic Inquiry and Arts-Based Educational Research. This was a revelation for me. The approach combined with Narrative has allowed me to provoke and challenge, to bring forward the feeling from my data and to lay bare the experiences of disabled teachers. My thesis since has become punctuated with poetry!! The ars poetica below is an appendix in my thesis. For me it represents the texture of writing a poem and of creating a research poem. I wrote it before heading to a conference in a challenge to myself to describe my thesis in a series of poems. They were performed (including this one) at Contemporary Ethnography Across Disciplines, Hamilton, New Zealand, 2014.
Ars
Poetica - Research