This episode of the podcast explores the inclusion of madness and mental illness in early childhood education, challenging the prejudice towards insanity. It discusses the concept of 'sanism' and the social construction of madness, highlighting the need for society to take responsibility for inclusion and integration. The podcast also critiques the avoidance of medicalization and the potential harm of self-diagnosis, while examining the tension between professional expectations and caring in early childhood education. It emphasizes the power of language in shaping identity and advocates for the acceptance of madness and emotional distress in education. Lastly, it explores the danger of woke Marxism in early childhood education and the need to protect professionalism and standards.
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Quick takeaways
The peer-reviewed paper argues for the inclusion of insane people in early childhood education, challenging traditional conceptions of good educators.
Sanism in early childhood education perpetuates gender essentialism and assumes women possess innate caring and kindness, hindering educators' professional lives.
Societal expectations in early childhood education disregard the mental distress experienced by mad educators, imposing a double bind and calling for better support.
Deep dives
Sanism in Early Childhood Education and Care
This podcast episode discusses a peer-reviewed paper that argues for the inclusion of insane people in early childhood education and care settings. The paper claims that there is unjust discrimination and prejudice against insane individuals, and that this discrimination is rooted in societal constructs of mental illnesses. The authors challenge the traditional conceptions of good educators, arguing that madness should be seen as an embedded component of early childhood education and care. They critique normative expectations placed on educators, such as emotional regulation and adherence to professional standards, labeling them as sanist and oppressive. The episode notes the influence of neoliberalism and the demand for emotional labor in perpetuating these discriminatory practices.
The Impact of Sanism on Early Childhood Educators
The podcast explores how sanism, the discrimination against individuals with mental illnesses, affects early childhood educators. It highlights the pressures placed on educators to conform to professional expectations, which often disregard their own mental well-being. The episode argues that these expectations perpetuate gender essentialism and assume that women possess innate caring and kindness. The lack of structural support for the mental health of educators can lead to additional barriers in their professional lives, hindering their ability to present as competent. The podcast emphasizes the need to address sanism and provide better working conditions for early childhood educators.
The Expectations on Early Childhood Educators
This episode delves into the societal expectations placed on early childhood educators and how it perpetuates sanism. It critiques the emphasis on emotional regulation and the prioritization of children's needs over the well-being of educators. The podcast argues that these expectations disregard the mental distress that mad early childhood educators may experience, creating discomfort in expressing their wellness needs. It highlights the demand for authentic interactions with children while simultaneously expecting educators to regulate negative emotions, imposing a double bind on mad educators. Overall, it calls for recognition of the impact of these expectations and better support for educators.
The Influence of Neoliberalism on Early Childhood Education
The podcast episode explores how neoliberalism contributes to sanism in early childhood education. It discusses the economic and social aspects of neoliberalism that emphasize personal responsibility and privatization. The episode argues that neoliberal ideals promote a professional identity for educators that devalues care work and femininity, while endorsing standardized assessments and regulation of emotions in the workplace. It critiques the notion of competence and its connection to mental health diagnoses, calling for a reevaluation of the professionalization of early childhood education and care. The podcast suggests that addressing sanism requires challenging the neoliberal framework within the field.
Reconceptualizing the Norms of Early Childhood Education
Reconsidering the definition of a 'good' educator and challenging the norms and expectations placed on early childhood educators is crucial. The paper argues that madness should be centered in the field of early childhood education, and that educators with mental distress should be included and destigmatized. By reconceptualizing the role of educators and moving away from standardization and developmentalism, new possibilities and approaches in early childhood education can be explored.
Addressing Sanism and Exclusionary Norms
The paper advocates for addressing sanism within the profession of early childhood education, which perpetuates exclusion and stigma towards educators with mental illness. It highlights the harmful values and expectations that undervalue and undermine educators' well-being. By challenging the existing norms and emphasizing the inclusion of madness, the paper suggests creating spaces that promote diversity, destigmatization, and social recognition for educators with mental distress.